Document of The World Bank Report No. 14945-GRD STAFF APPRAISAL REPORT GRENADA BASIC EDUCATION REFORMP ROJECT NOVEMBER 29, 1995 Country Department III Human Resources Operations Division Latin America and the Caribbean Region Public Disclosure Authorized Public Disclosure Authorized Public Disclosure Authorized Public Disclosure Authorized CURRENCY EQUiVALENTS CurrencyU nit = EasternC anbbeanD ollars( EC) EC 1.00= US$ US$ 1.00= EC 2.70 FISCALY EAR JanuaryI - Decembe3r 1 ACADEMIC YEAR September - July PRINCIPALA BBREVIATIONSA ND ACRONYMS USED CAS CountryA ssistanceS trategy CDB CanrbbeaDn evelopmenBt ank CDU CurriculumD evelopmenUt nit CEE CommonE ntranceE xamination CEO ChiefE ducationO fficer CGCED CaribbeanG roupf or Cooperatioinn EconomicD evelopment CXC CaribbeanE xaminationCs ouncil EC$ EasternC aribbeanD ollars EMU EducationaMl aterialsU nit EO EducationO fficer EPU EducationP lanninga nd StatisticsU nit ET'X EducationaTl estinga ndE xaminationUs nit GCE GeneralC ertificateo f Education ICB InternationaCl ompetititivBei dding ICR ImplementatioCno mpletioRn eport JSS JuniorS econdaryS chool LIB LimitedI nternationaBl idding MOE Ministryo f Education MOF Ministryo f Finance NCB NationalC ompetititivBe idding OECS Organizatioonf the EasternC aribbeanS tates OERS OECSE ducationR eformS trategy PAC ProjectA dvisoryC ommittee PEO PrincipalE ducationO fficer PHRD Policya ndH umanR esourceD evelopmen(Jt apanG overnmenGt rant) PIM ProjectI mplementatioMn anual PMU ProjectM anagemenUt nit SAASS St. Andrew'sA nglicanS econdaryS chool SBD StandardB iddingD ocuments SEO SeniorE ducationO fficer SCL SingleC urrencyL oan SLC SchoolL eavingC ertificate TAMCC T.A. MarryshowC ommunityC ollege TTC TeacherT rainingC ollege UWI Universityo f theW est Indies GRENADA BASIC EDUCATION REFORM PROJECT Table of Contents LOAN AND CREDIT AND PROJECT SU MMAR.Y... .................................................. BASIC DATA SHEET. ................................................... X V 1. BACKGROUND. .................................................... 1 2. SECTORAL CONTEXT. .................................................... 2 A. CURRENTE DUCATIONASLI TUATION... ................................................. 2 B. THE ORGANIZATIONASLT RUCTURAEN DI NSTITUTIONAFLR AMEWOR.K... ........................................... 4 3. SECTOR ISSUES AND GOVERNMENT STRATEGY. .................................................... 6 A . IssU E.S ................................................... 6 (1) Quality and Effectivenesso f Teaching and Learning. ....................................................6 (2) Efficiency of the Educational System. ................................................... 11 (3) Equity ofAccess to Educational Opportunities.. .................................................. 12 B. GOV ERNMENTS ECTOPRAPLO LICYA NDF INANCIN.G... ................................................ 13 4. SECTORAL ASSISTANCE STRATEGY .................................................... 15 A. THE BANK'SR OLEA NDS TRATEGY... ................................................. 15 B. BANKS ECTORE XPERIENCAE NDL ESSONSL EARNED... ................................................. 16 5. THE PROJECT .................................................... 18 A. PROJECTO BJECTIVEAS NDC ONCEPT.. .................................................. 18 B. DETAILEDP ROJECTD ESCRIPTIO.N... ................................................ 19 6. PROJECT COST AND FINANCING PLAN. ................................................... 29 A. PROJFCTC OSTS. .................................................... 29 B. RECURRENTC OSTSA NDP ROJECTS USTAINABELI.T..Y... .............................................. 30 C. FINANCINGP LAN .................................................... 32 7. PROJECT IMPLEMENTATION .................................................... 33 A. PROJECTM ANAGEMENATN DC OORDINATIO.N... ................................................ 33 B. INSTITTIONALA RRANGEMENT..S... ............................................... 34 C. IMPLEMENTATIONP ROGRAM .................................................... 34 D. PROCUREMENT. ................................................... 34 E. DISBURSEMENTASN DA CCOUNT.S.. ................................................. 39 F. FINANCIALM ANAGEMENTA,C COUNTINGA NDA uDITS. ................... ................................ 41 G. PROJECTM ONITORINAGN D EVALUATION. .................................. . ............... 41 (1) ProjectP erformanceR eporting. ................................................... 41 (2) Project Reviews.. .................................................. 42 H. PROJECTS UPERVISIO.N... ................................................ 42 1. ENVIRONMENTAIML PACT.. .................................................. 43 8. EXPECTED BENEFITS AND RISKS ............................................ 44 A. BENEFIT.s.. ......................................... 44 B. RiSKS.. .......................................... 44 9. AGREEMENTS REACHED AND RECOMMENDATION ........................ .................... 46 A. AGREEMENTRS EACHED... ......................................... 46 B. RECOMMENDATIO...N... ...................................... 47 ANNEXESA NDA PPENDICES. .................... 48 This reporti s basedo n sectord iscussionso vert he periodF ebruaiy-O ctober1 995b etweent he Governmcnatn d the Banka nd Associationa nd CDB. A reconmaissance/identificamtioisns iono f Febnrary1 995w as fbllowedb y a Bankp reparationm issiono f April 1995. Somes tudieso n the educations ectori n Grenadaw ereu ndertakenb y internationael xpertso vert he periodJ une-October1 995. A June 1995m issionc onsistingo f Mr. RalphR omain (PrincipaEl ducationS pecialistH, DD),a nd Mr. MarcoM antovanell(iL A3HRc onsultanta) ppraisedt he project. Ms. Karen Lashmanw, ho conductedth e Februaryi dentificatiomn ission,a ssistedi n reviewingth e Report. Ms. Marie-ChristinTeh eodorep rovideds upporti n documenpt roductionP. eerr eviewers,M s. MarlaineL ockheed (HDD)a nd Mr. RichardC ambndge( SA2DR)r, eviewedth e IEPS for the OECSB asicE ducationP rojectf rom whicht his projectw as developed.T he DepartmenDt irector,P rojectA dvisera nd SectorD ivisionC hiefa re MessieursP aul IsenmanR, obertC rown,a nd JulianS chweitzere spectively. GRENADA .i. GRENADA BASIC EDUCATION REFORM PROJECT LOAN AND CREDIT AND PROJECT SUMMARY Borrower: Governmento f Grenada ImplementingA gency:. Ministry of Education Beneficiary: Ministry of Education Poverty: Not applicable Amount: Loan of US$3.80m illione quivalent Credit of SDR2.60( US$3.80m illion equivalent) Terms: Standarda mortizationt erm grace period, and interest rate for fixed rate US dollar single currency loans with an expectedd isbursement period of 3-6 years; and Credit repayment in 35 years including a grace period of 10 years, at standard IDA terms. CommitmentF ee: For loan, 0.75% on undisbursedl oan balances, beginning 60 days after signing, less any waiver; for credit 0.50% on undisbursedc redit balances, beginning6 0 days after signing, less any waiver. FinancingP lan: IBRD/IDAU S$7.6m illion equivalent- - GovernmentU S$2.3 million equivalent Net Present Value: Not applicable Staff AppraisalR eport: Report No 14945- GRD Map: IBRDN o. 27847 Project Identification Number: GD-PA-43923 iii BASIC DATA SHEET SeeA mnexI iv GRENADA BASIC EDUCATION REFORM PROJECT 1. BACKGROUND 1.1 Grenadai s the most southerlym emberc ountry of the Organizationo f Eastern CaribbeanS tates (OECS),w ith an estimatedp opulationo f 91,000 in 1993. The country has traditionallyd ependedo n agriculture( nutmeg,m ace, cocoa and bananas) and its beaches and scenery offer potentialf or tourism development.I n the period 1983-88,r eal GDP growth was about five percent. Because of reduced prices for nutmegs( the main agricultural crop) and deterioratingp ublic finances,t his growth slowedo ver the period 1989-91,a rrears accumulateda nd public sector imbalancesw idened. In 1992, the Government carried out a "home growna djustmentp rogram" which improvedt he overallp ublic sectorb alance and reducedt otal arrears. The size of the civil servicew as reduced and some State enterprisesw ere privatized. By 1994, with improvementi n fiscal performancea nd in the managemento f debt and arrears, Grenadaw as consideredc reditworthyf or Bank lending. The economyi s projectedt o grow by 2-3% over the medium term, limitedb y power and water shortagest hat constraint ourism development,a still fragile fiscal situation,a nd low prices for nutmegs. Social indicatorsr eflectr elativelyh igh standardso f living, although somep ockets of povertye xist. CDB is conductinga povertya ssessmenta nd the results are expectede arly in 1996. Environmentaal warenessi s high. Basic economica nd social data on the country are providedi n Annex 1. 1.2 The country faces a difficultp eriodo f economict ransitiont hat will depend largely on success in developingi ts human resourcess o as to producef or the labor force persons with a good generale ducation, who can be trained and adapt themselvest o take advantageo f emergingo pportunitiesi n areas such as information,b ankinga nd tourism and to be more productivei n the traditionala reas such as agriculture. For this to be achieved,s tandardso f educationa nd learningm ust be raised significantlyt hrough a major reform of the educations ector,w ith special attentiont o enhancingt he effectivenessa nd efficiencyo f the educations ystem,a nd the equity of accesst o educationalo pportunities. 1.3 In ordert o promoteg rowth, the Govemmentn eedst o (a) continuet o increasep ublic savings,b y simplifyingt he tax structure,a nd broadeningt he tax base, loweringd omesticd ebt service, perseveringw ith the retrenchmentp rogram and avoidingg eneral wage increases;( b) enhancep rivate sector led growthb y increasedi nvestmenti n the power and water sectors and improvementi n the incentiver egimea nd regulatoryf ramework;a nd (c) address the issues in educationw hich are principally (i) the weaknesso f sector managementa nd planning,( ii) qualitatives hortcomings( particularlyi n primary and secondary education)a nd (iii) the shortageo f places in basic education,e speciallya t the secondaryl evel. 1 2. SECTORAL CONTEXT A. Current Educational Situation 2.1 With strong Governmentc ommitment o educationi n Grenada,r ecurrent budgetary allocationst o the sectorh ave been about 17 percent--somewhamt ore modest than the 22-25 percent leveli n St. Lucia, but generallya bove world averages. Duringt he austerity of the "homeg rowna djustmentp rogram" of 1992-94,t he educations ector sufferedi ts share of budget cuts, especiallyi n areas such as managementa nd maintenancet hat usually result in long term weaknesses. Yet, the systemh as its strengths. In the public sector,t here are 59 public primary schools( of which 16 are Governmenta nd the rest denominational)f, our centers( for home economicsa nd industriala rts) and two schools for the handicapped;t he private sector has 15 primary schoolsa ccommodating6 17 children. These schools,t herefore,a ccommodated2 3,027 studentso verall in 1993-94o r about 95 percent of the 5-15 age group. Thus, the country has achieved almost universalp rimary education.T here are 75 pre-schoolc enters (includings omet hat share primary school premises). There are also 18 public secondarys chools (six governmenta nd 12 government- assisted--includingA nglican,C atholic,S eventhD ay Adventista nd Methodist)a nd one private secondary school. These accommodated7 ,205 studentsi n 1993-94 or 78 percento f the estimated9 ,220 in the 12-16 age cohort (Annex2 Table 1). However,t his enrollmenti ncludeds ome 1,646 studentsw ho were 17+y ears of age and so the net enrollmentr atio was only 60 percent. 2.2 The actual numbero f childrene nrolledi n primary schoolsh as been falling slightlyb ut steadilyi n recent years, partly because of absorption( althougho n a limiteds cale) of childrena t age 12+ into the secondarys chools,b ut mainlyb ecause of spasmodice migrationa nd a slowdowni n populationg rowth. It is also believedt hat some childreno f school age are not enrolled,a lthought hese numbers are not considerable. Declinesa re projected from 1996 onward in the 5-14 age group, followinga n increase between 1991 and 1996. 2.3 There are inequitiesi n access to learningo pportunities. Many primary schools are seriously overcrowdedp, articularly in and around St. George's( the capital city) and Grenvillea nd this hampers deliveryo f good quality education.T he project preparatory school locationp lanninge xercisei ndicatedt hat there was no need to expand capacitya t the primary level,b ut noted also that many of the existingp laces are in an unsatisfactorys tate of repair. Serious access problemsa lso exist at the secondarys chool level. The distributiono f secondarys chool places favors St. George'sa nd this imposesh igh transport costs on familiesi n the more remotea reas of the country. 2.4 As in the OECS countriesa nd in the Caribbeang enerally,a ccess to secondarys chool places is govemedb y a competitiveC ommonE ntranceE xamination( CEE), commonlyk nown as the 11+ exam, given at the end of Grade 6. The stakes on this exam are exceptionallyh igh, as perceivedb y students, parents and teachers. "Succeeding" in the CEE -- gaininga secondarys chool place -- is the main drive amongp rimary teachers and students,p articularly at the upper grade levels,t hereby distortingt eaching practicesa way from mastery of the curriculuma nd toward the areas to be tested by the examination. 2 2.5 The number of childrena dmittedt o the first year of secondarys chools correspondst o less than half of the number of CEE candidatesa nd to the number of availablep laces rather than to any pass mark.' Hence, the low transition rates from primary to secondaryr eflectc onstraintsi n the supply of places not in the demand for them. In recent years that demandh as been met by expandinge xisting secondarys chools and convertingJ unior secondary( three-yearl ower cycle)s chools into five-years chools, so that, despite fluctuationsf rom year to year, an enrollmenti ncreaseo f 20.8 percenth as occurred over the period 1980- 1994. (Annex2 , Table 2). 2.6 Large numbers of childrene ach year have little choicea fter age 11 but to continuei n all-age primary schools( in a post primary program supplementedb y practical subject centers for home economics and industrial arts). These studentsa ccount for 20 percent of the total primary enrollment. The shortages of qualifiedt eacherst o serve these post-primarys ectionso f primary schools,c oupled with the lower standardsa ppliedi n the curriculumi tself, suggest limitedv alue-addedt o the educationo f youth in the program.F or most of these students, this schoolingi s the terminal point in their formal education. A fortunate few receive a second chancei n the 14+e xaminationk nown as the SchoolL eavingE xamination, on the results of which they may be placed in availablep laces at regular secondarys chools2, graduating from the secondarys chool one year later than if they had enteredt hrought he CEE. 2.7 The repeater rate at secondaryl evel is about 13 percent and is highest in the upper Forms (3-5). The policy on grade repetition is not centrallyc ontrolleda nd some schoolsa llow no repeating of Form 5; however,s ome 23 percent of the secondarye nrollmenta re beyondt he age of 16. The dropoutr ate is low-- only 112 or 1.6 percent of enrollmentd roppedo ut in 1992-93,w hicht ranslates into a completionr ate of about 92 percent,r eflecting,i n part, the great importancea ttached by societyt o such education. At primary level,t he dropoutr ate is negligible--lessth an 1.3 percent in 1992-93;h owever,t he repeater rate is high (10 percent), principallyi n the early grades and at the stage of the CEE and School Leaving Certificatee xaminations. 2.8 Despitet he progressm ade to date in expandinga ccess to secondarye ducation,t he overall shortfall in places remainss ignificant. With the currentc ohort of secondarys chool age, the total number of secondaryp laces wouldh ave to be increasedb y 3,661 or almost 40 percentt o secure universala ccess to secondarye ducation. Thus, even with the planned additiono f 665 secondaryp laces under this project, universalc overageo f this age group would not be attainableu ntil the first decade of the next century unless significanta dditionalr esources can be mobilizeda nd efficiencym easures adoptedw ith respectt o the utilizationo f teachers and physical facilities. 'Only one secondarysc hoold oesn ot alwaysm anaget o fill all availablep lacesa nd this is becausei t is in so remotea rea. 20f the 598c andidatesw hos at this examf romp rimarys choolsi n 1994,1 08p asseda nd 43 oft hesew erep laced in 10 secondarys chools.A further2 8 werep lacedi n the T.A.M arryshowC ommunitCy ollegea nd the St. Patrick'sT rainingC enter. 3 B. The Organizational Structure and Institutional Framework 2.9 OrganizationalS tructure of the School System. As in other countriesi n the sub-region,t he educations ystem is organizedi nto four principall evels--pre-schoolp, rimary, secondarya nd tertiary education( Annex 2. Chart 1: Structure of the SchoolS ystem). 2.10 For the purposes of this Report, Basic Educationc omprisest he primary grades and the lower cycle of secondarye ducation( Grades 1-9). Pre-schoole ducationi s voluntarya nd still in its early stages of development.A n estimated3 ,600 childreno r about 50 percento f the 3-4 age group attend at least some pre-schoolp rograms,w hich are privatelyf inanced,w ith the Governmentp aying towards the cost of temporaryt eachinga nd auxiliarys taff3. Students commencet heir compulsorye ducationc ycle at five years of age at the primnaryle vel which is organizedi nto sevenc lasses called "grades"i n Grenada,e nding at "Grade 7" which correspondst o Grade 6 in internationalt erm4s. For childrenn ot continuingt o secondary schools,t he primary schoolso ffer a senior primary sectionl eadingt o the SchoolL eavingC ertificate. 2.11 Secondarys choolso ffer a five-yearc ourse of study, organizedi nto a lower cycle( Forms 1-3) and an upper cycle (Forms 4-5). Upon completiono f Form 5, studentss it the CaribbeanE xaminationsC ouncil (CXC) and/or GeneralC ertificationo f Education (GCE) Examinationa nd those who perform well enough have the option of eitherm ovingi nto tertiary educationo r, alongw ith other graduates, goingi nto select jobs in the public and private sectors. 2.12 The countryh as one tertiary education institution--theT .A. Marryshow ComnmunitCyo llege (TAMCC). TAMCCo fferingsi ncludet he GCE advancel evel program,a ssociate degreec ourses in Arts and AppliedA rts and Sciencea nd AppliedS cience, Craftsmena nd Technicianc ertificates,c ourses in Adult and ContinuingE ducationa nd the Teacher'sd iploma. Studentsw ishingt o pursue more advanced studies attend overseas institutionso f higherl earning. The UWI has an Extra-Mural center in St. George's which offers a limitedn umber of UWI courses, some of which countt oward a degree. 2.13 The InstitutionalF ramework. Responsibilityf or educationalp olicy and programs is vested in the Ministry of Education( MOE). In additiont o formulatinge ducationp olicy and standards, MOE designsa nd overseest he operationo f the schools ystem, consistentw ith its mandateu nder the Education Act (No. 13 of 1976). MOE also overseest he Library system. 2.14 Organizationallyu, ndert he Minister,t he administrativeh ead of the Ministry is the Permanent Secretary. The discretes ectionsa re: (i) Administration,( ii) Education,( iii) Public Library and (iv) the National Commissionf or UNESCO (Annex2 , Chart 2: Existing Organigramo f the Ministry of Education). The AdministrationS ectioni s responsiblef or all financialm anagement( budgetinga nd accounting)a nd for personnela dministrationa s well as miscellaneousi tems, includingS tores and Supplies. The EducationS ectioni s managed by the ChiefE ducation Officer( CEO), who is assistedb y a team of professionals taff, includingt hree Senior EducationO fficers( SEOs) for (1) Policya nd Planning (comprisingT esting and Measurement,E xaminationsa nd Statistics);( 2) Schools (underw hom come the school supervisorys ervicea nd the schools)a nd (3) Curriculum( comprisingc urriculumd esign and supervisiona nd guidance and counseling).T he CEO also overseest he unit responsiblef or maintenanceo f the physical plant of schools. The overall administrationi s centralizedi n terns of personnel,r esources and 3The1 995E stimatesp rovidea sumo f ECS1.5m illionf or this purpose. 4Thisi s becauset he infants( ages5 and 6) in effectg o througha kindergartena nd a Grade I stagei n the first twoy ears,b ut thesea re counteda s twoG radesi n Grenada. 4 decisionm aking, with limitedd iscretionarya uthority assignedt o the school level. Duringt he structural adjustmentp rogram, severalp osts were abolishedi n an already understaffedH ead Office. A significant role for the Church in educationi s formally exercisedt hrough denominationaBl oards, each of which has schoolm anagementr esponsibilitiesa nd the authority to proposet o MOE a shortlisto f candidates for the post of principali n the respectived enominationasl chools. 5 3. SECTOR ISSUES AND GOVERNMENT STRATEGY A. Issues (1) Quality and Effectiveness of Teaching and Learning 3.1 Managemento f the System. The most seriouso bstaclet o improvementi n the sectorl ies in the weaknesso f the MOE Head Office. The Ministry has surviveda nd even offered some of leadershipt o the schools ystem only throught he dedicatedw ork of a small number of persons. Supportinga reform effort will require significants trengtheningo f MOE staff at all levels. The school system is now under-managed. Up-to-datee ducationl egislationi s now beingp repared to replacet he existingE ducationA ct. The new Act and related regulationsa re urgentlyn eeded, but would requiret o be supported by the institutionalc apacity to apply them effectively. Planningh as been almostm oribund since 1979. The detaileds ector analysis neededa s a basis for sound sector planningh as not as yet been done. The social sector planningu nit establishedi n 1993 in the Ministry of Finance and Planningi s as yet unable to assist in developing educations ector planning. However,s ector developmentr equirest he benefito f a frameworks uch as a well consideredp lan. The various technicals ervices in MOE (curriculum,s tatistics,t esting etc.) lack basic equipmenta nd trained specialistsa nd are grossly under-staffed. Strengthenings chool supervisiont o play an importantr ole in leadingt he systemt oward reform and greater efficiencyw ill requirea ppropriately trained administrativea nd curriculums upervisorsa nd a rational and duly applied systemo f annual evaluationo f teachersa nd principalst hat encouragesg ood performance5. In the administrativef ields of personnela nd financialm anagementt, here is a similarw eaknessi n the level (rank), numbers,t raining and equippingo f staff. In a sector that spends 17 percento f the nationalr ecurrent budget, systematicf inancial analysis is necessary. Finally, overall,t he Ministry is badly housed in buildingst hat offer little protection against fire and the destructiono f recordsa nd in roomst hat are not always adequatelyv entilateda nd illuminated. There is a serious shortageo f storage space, modemo ffice equipmenta nd information resources. 3.2 StudentA chievement. Educationalt esting to date has been conductedo n a national basis only for terminale xaminationso f attainment,w ith the results servings ome screeningp urpose for admissiont o the next level of educationo r, in the case of external examinationsa nd somec raft and techniciane xams, for entry into jobs. No indicatorse xist to determinea nd compare,o n a system-wideb asis, the quality of primary or secondarye ducationw ithint he respectivec ycle, eitheri n individuals chools or across schools. Promotioni s generallya utomatic,w ith no professionallyd esignedt est of achievementa t the end of each grade and, hence,n o nationallyv alid indicationo f a student'sm astery of subjectm atter until the end of the primary cycle (whent he CEE selects studentsf or available secondaryp laces on the basis of their score and preferencef or particular schools)o r at the end of the secondaryc ycle (whent he CXC and GCE examinationsa re taken). 3.3 Students cores on the CEE show weaknessest hat are pronouncedi n some rural primary schools and in somes ubjecta reas--spellinga nd the use of the dictionarya nd encyclopedia--asw ell as other core areas such as science. Girls usually outperformb oys in all subjectsi n the CEE; nine of the first ten places 5A newg enerale valuations ystemf or the publics ervicei s nowb eingp repared. 6 and 55 of the first 100 places in the order of merit were taken by girls in 1994. This under-performanceo f boys is a source of concern. 3.4 Inadequatei nformatione xists to adequatelya ssess the quality of secondarye ducation. The relativelyh igh secondarys chool completionr ates beliet he significanto bstaclest o learningt hat many encounter,w hich includea large proportion of untrainedt eachers and inadequatee quipmenta nd suppliesi n key subject areas (such as the sciences)a nd the poor conditiono f somep hysical plant. 3.5 Student and parental preferencef or "traditional"s econdarys chools,w hich generally achievet he highest averageC XC scores, effectivelys treamsc hildrena mong schoolsa ccordingt o their CEE scores. From the 1994 CEE, the four prestigiousS t. George'ss chools received7 6 of the first 100 studentsi n the order of merit, includingo ne schoolt hat received3 1; 1I more went to the two prestigiousG renvilles chools and the remaining1 3 were shared among the other 12 schools. In one of these 12 schools,t he highest rankinge ntrant was 407th in the order of merit. The disparitiesi n performanceb y secondarys chooli n the CXC reflectsi n somew ays this lopsidednessi n the sharingo f the talented studentsa t 11+. Three of the prestigiousS t. George'ss choolsh ad subjectp ass percentagesi n the 1994 CXC Examinationo f 72.5, 70 and 69, comparedt o an average of 52 for all of the Grenadap ublic secondarys chools and 31 and 32 percent in the lowest rated schools. 3.6 Performancesi n the CXC exam indicateu nsatisfactoryl evels of student mastery of curricula throughoutt he system,w ith notably weak performancesi n English, Mathematics,P hysics, Chemistrya nd Biology. 3.7 Factors Contributini to Low Achievement. To date, no systematica nalysish as been undertakeno f the causes of low studentp erformance. In the view of the MOE staff, however,t he key contributingf actors include:( a) quantitativea nd qualitativep roblems with regardt o major education system inputs, particularlyt he teachingc adre, educationale quipmenta nd supplies, and facilities; (b) inadequates upervisiono f instructionald eliveryb y specializedc urriculumo fficers and by principals; (c) weak articulationo f curricula and educationals tandardsw ithina nd betweeng rades; (d) distortiono f the primary curriculumb y the pressure of competitionf or secondarys choolp laces; (e) weak institutional capacity to plan, manageo r monitorp erformanceo f the school system so that it can be adjustedi n a timely way to respondt o the needso f studentso f wide ability ranges, and (f) the absenceo f training for school principals. 3.8 Teacher Oualifications.T he study of teacher trainingc onductedd uring project preparation stressedt he need for urgent qualitativem easures relatingt o teachersa nd teachingt hroughoutb asic education. High proportionso f unqualifiedt eachers are engagedi n the system--only4 3 percenta t primary levela re trained. At the secondaryl evel,o nly 32.5 percento f the teachersh ave universityd egrees and most of these have not been professionallyt rained. The situationi s particularlyc ritical at the primary level, adverselya ffectingt eachinga nd learningi n the core subjects:E nglish,m athematics,s ocial studies and science. As of June 1995, the Teacher Training Departmento f the T.A. Marryshow Collegeh ad nine tutors (includingo ne Peace Corps person) none of whom was a specialist in Social Studies. The science and languagel aboratories of the Departmentl ack equipmenta nd suppliesa nd the library is short of audio- visual aids and reading materials for both the trainees and the tutors. The Departmento ffers induction courses to new recruits into the teachingp rofession,o n an in-serviceb asis, in two Centers (St. George's and Grenville). A Centeri n Carriacou has been inactivei n recent years because of budgetary constraints. 3.9 The conclusiono f observersw ithint he system is that there is no visible differenceb etweent he classroomp erformanceo f trained teachers and that of untrainedo nes--an observationt hat was made by 7 expert teams in St. Lucia as well. The Departmenta t TAMCC ascribest his to the above difficultiesu nder which the Departmentf unctions and to: * the difficult and distractingc onditionsu nder whicht he teacherst each; * the fact that trainees enter the training programw ith such low levels of competencei n basic subjects (geography,s cience,m athematicsa nd English)t hat much of the training energiesa re absorbedi n contenti nstruction,t o the partial neglecto f professionald evelopment; * the UWI curricular requirementst hat are not well relatedt o realities in the schools,w ith too much emphasisp laced on research; * the inabilityo f the Ministry (for whomt he teachersa re being trained) to influencep rogram content,a nd * the insufficiencyo f practice teachingi n the training program. 3.10 The issue in primary teacher training is also quantitative. In 1995, there were only 361 trained teachers (of whom 80 are mnalei)n the total staff of 847. In 1995 there were only 85 studentse nrolledi n the full-timed iplomap rogram --46 in year 1 and 39 in year 2. The rate at which trained teachersa re being produced( less than 50 per year) needst o be significantlyr aised. There are over 200 persons in the teaching servicew ho have taken the diplomap rogram and failed. These continuet o receivei n-service trainingt o help them pass the exam. Even if staffingn eeds remaineds table and the annual output climbed to 50, it would not be beforet he year 2009 that the servicew ould be fully trained. With a 50 percent increasei n staff, the Departmentb elievest hat it can double the intake; an increaset o 12 would appear feasible, especiallyi f, with strengtheningo f the rules and methodso f selectiono f persons for entry into the profession,a long with qualitativei mprovementsi n the program,t he attrition rate among the full time traineesc an be reduced. Various measures have been consideredt o acceleratet he productiono f trained teachers, includingt he use of distancet eaching and the additiono f a pre-servicet rainingp rogram. In the light of the intendeds ectorp lanning,i t would be best to have the various optionsc onsideredi n the context of the overall developmenot f the sector. 3.11 Teachert rainingp roblems are compoundedb y severalf actors, includingt he limitedo utreach of the teacher trainers and the limiteda vailabilityo f in-servicet rainingp rograms for teachers after their formal training. In pursuit of increasedp rofessionalizationo f the teaching corps, over recent years the Governmenth as raised the entry requirementsf or admissiont o the trainingp rogram. However,t he only CXC subjectp ass that is specificallyi dentifieda s a pre-requisitef or entry into teacher trainingp rogram is English. All new candidatesf or the teachings ervicew ould be requiredt o have at least four CXC passes includingb oth English and mathematics. While this is a step in the right direction,e ven more rigorous teacher trainingp rogram admissionr equirementsa re requireda nd these need to be incorporatedi nto the new EducationA ct and Regulationst hat are being prepared. Additionally,s incet he teachers entering traininga re drawn from teachersa lreadyw orking in the system,c omplementarys teps will need to be taken to raise the entry level for recruitmenti nto the teachingp rofession. 3.12 Throughoutt he system,t eacher performancei s also adverselya ffectedb y poor physical working conditions. The lack of basic educationalm aterials and equipment o support classroomt eaching and learning, and of minimump hysicalp lant requirements,i ncludinge lectricity,w ater and sanitationf acilities, constitutesa n obstaclet o efficientp erformance. On a positiven ote, teachers's alaries, which were among the poorest in the OECS, were increasedi n May 1995. However,t he new salary scales offer little incentive 8 to degreeh olderst o obtain advancedd egreeso r diplomasa nd place teacher trainers in very disadvantageousp osition. The Governmenti ntendst o reviewt he salary scales and classifications cheme to ensure somei ncentivesf or persons to obtain advancedq ualifications. 3.13 PerformanceE valuation. Educationalr esearch has shownt hat the quality of educationi s highlyc orrelatedw ith the intensity of supervisiona nd monitoringa nd feedbacki n the system. Grenadai s preparingm easures to strengthenp erformancem onitoringo f the public servantsg enerally. The institution of regular, system-wides choolp erformancer eview is necessary and although,s ome perfornance evaluationso f teachers and principalsa re conducted,a nd it is theoreticallyp ossiblet o follow up on these if performancei mprovementsd o not occur, in practice, the system does not carry much weight and is not rigorouslya pplied. The lack of systematicp erformancee valuationsh ampers attainmento f desired quality improvements. 3.14 Curricula. The CurriculumU nit, establishedi n 1985,i s charged with developingc urricula and teachingm aterialsa nd overseeingt he applicationo f curricula in the schools. The unit is inadequately equippedf or all of these responsibilities. It contains an establishmento f staff (one in each core subject and two who are devotedt o guidancec ounseling)n one of whomh as been speciallyt rained in the fieldsc overed by the Unit--(i)d evelopmenat nd supervisiono f curriculaa nd syllabi and (ii) the preparationa nd productiono f teachingm aterials.N or does it have staff trained in the closely related field of educational testing and measurement. 3.15 (i) CurriculumD evelopment. For somey ears, the Ministry has been attemptingt o rewritet he syllabif or primary education. The pace has been slow, althoughs omeg ood achievementsh ave been recorded. For the designo f curricula in an expeditiousm anner, trained curriculumd evelopments pecialists are neededi n each of the core curricular areas-science, social studies,m athematicsa nd English. With regardt o the actual curricula, at the primary level,a nalysis in other OECS countriesh as shownt hat syllabi and teachingt end to focus predominantlyo n teachingo f basic facts, with limiteda ttentiont o developing criticalt hinking skillso r fosterings tudent research and investigation,e ven in such core subjects as science. Commentsb y educatorsi n Grenadas uggest that the Grenadian situation containss imilar features. Curriculumu pgrading is neededi n all core subjects. Expert analysis in Dominicaa nd St. Luciah as also indicateda seriousp roblemi n Englishw hich may be linkedt o the use of English" Creole"a nd French "Creole". In Grenada,E nglishi s recognizeda s a weak area in primary and secondarys chools and some review of the language arts practices and policy needst o be undertaken,w ith special attentiont o the potential in the early primary school years to build bridges betweenE nglisha nd "Creole". 3.16 Curriculaa t both the primary and secondaryl evels have becomeo verloaded. In an attemptt o respondt o demandsf or more diversifiedc ourses,p articularly in the technical and vocationala reas, subjects have been added in an ad hoc manner, withouta dequatea ttentiont o their cost implicationso r the integrity of the whole curriculum. Ad hoc decisionso f MOE also have adverse effectso n the efficiencyo f the CurriculumU nit. The Sciencec urriculums pecialist is saddledw ith responsibilityf or FamilyL ife, Aids Prevention,H ealth Educationa nd so on, as such subjects are addedt o the curriculuma s separate subjects rather than as integral parts of the relevant syllabi. New initiativess uch as music, art and agriculture distortt he emphasist hat is due to developingt he core subjects. As a result, primary schoolsa re insufficientlyf ocusedo n the basic, core subjectsa nd secondarys chools sometimeso ffer uneconomical course optionst o students,w ith small average class sizes in such subjecta reas. A review of the organizationo f the secondarys chooli n terms of the efficienta rrangemento f the curriculum,d eploymento f staff and use of facilities is neededt o ensuret hat appropriatem easures are adopted to place the reform effort on a financiallys ustainableb asis. The curriculan eed to be coordinateda s betweenl evels--primary 9 and secondary--andt o be consolidatedt o avoid the tendencyt oward proliferationo f subjects and the consequenth igh cost of too fragmenteda curriculum,e speciallya t the secondaryl evel. 3.17 (ii) InstructionalM aterials: The Ministryh as a standardizedl ist of approved school books. These are producedb y the major British and someC aribbeanp ublishers. The cost of books is met by the parents who are statedt o be generally unablet o supply all the requiredb ooks. In regard to preparing and producingc urriculumg uides and teachingm aterialst o assist teachers, the Curriculum Unit has serious constraintso f staff, equipmenta nd supplies. Moreover,n o officer is trained in textbooko r reading materialsp roduction. Supplementaryr eading materials and various forms of teachinga pparatus are urgently neededt o support teachers in the early grades if standards of student and teacher performancea re to be raised. Expert review in other OECS countriess uggestst hat it wouldb e feasiblet o establisha nucleus of a unit for preparinga nd producings uch materialst o supplementw hat can be purchased in the stores,t o determineG overnment'sp rocurementp olicy on such materials and to contributet o any sub- regionale ffort in productiono f such materials, especiallya t the primary level. 3.18 Beyonds imply reading materials,t he teachers also requiret o be supportedb y regular provisiono f instructionale quipment,m aterialsa nd supplies. The supplyo f these items is extremelyl imiteda t present. Basic materialsf or teachingm athematics,s ciencea nd social studies are absent and teachers are not suppliedw ith the basic textbooks and often have to purchaset hem for their teaching functions. Thus, the impoverisheds tate of the schoolsr educest he chances of efficientt eaching and learning. 3.19 To fulfill its significantp otentialt o improvec urricula and the availabilityo f supportivee ducational materials,p articularly at the primary level,a nd thus contributet o desired improvementsi n the quality of education,M OE requires:( i) upgrading,a s well as a modeste xpansiono f its technical staff, with special attentiont o buildingi nstitutionalc apacity in educationalm aterialsp reparationa nd production,i ncluding editinga nd publishing,t he latter of which will assist the Ministryt o becomem ore market-wisei n its contractingp rocesses;( ii) furniture, equipmenta nd suppliest o permit it to undertaked esk top publishing, as appropriate,a s well as advancet he publishingr eadinesso f materiali t produces,t hereby reducingc osts of extemal publicationa nd manufacturing;( iii) improvedm ethodso f selectiono f secondaryt extbooks. 3.20 (iii) Testing and Measurement. The Ministryp lans of developings tandardizedt ests. The CEE is designedi n Grenadab ut scored in Barbados by the CaribbeanE xaminationsC ouncil (CXC) because of the lack of the necessaryc omputerf acilitiesi n Grenada. The need exists for a professionallyd esignedt esting systemt hat facilitatest he developmento f norms and standardso ver the basic cycle (Grades 1-9, i.e., up to Form 3 of the secondarys chool). Such a systemw ould need to test studentsw ithint he primary and secondaryc ycles rather than only at the end of each cycle, thus enabling problemso f learninga nd teaching to be diagnosedi n time for correctivem easures to be taken and to inform efforts in teacher training and guidance,c urriculumd esign,m aterialsp reparation, school supervisiona nd testing itself. It would also facilitater esearch into the scale and nature of such problems as the wide gender disparitiesi n the CEE and CXC performances. 3.21 The administrationo f externale xaminationsa lso needs to be strengthened,e speciallyw ith the recent increasei n work resultingf rom the changei n the CXC examinationt o a more school-basedm ode. The needs includea dequateo ffice and storage space, office equipment,c omputersa nd transport facilities. 3.22 State of PhysicalP lant. As the school mappings urvey concluded,t he current state of much of the physicalp lant in schoolsi s not conducivet o adequatet eachingo r learning. A thorough study of the state of schoolp lant is underwaya nd on the basis of the findings, a programo f renovation,r epair and rehabilitationw ill be drawnu p. Many primary schoolsw ere constructedf or non-schoolp urposes, some 10 were constructedw ith unsuitablem aterials,s omeh ave been inadequatelyp rotected from the ravages of weather,t ernites and normalw ear and tear and others are simply unsafe. There has been minimal attentiont o repair of facilitieso ver the past decade. On the basis of the findingso f the on-goings urvey, a program of rehabilitationw ill be prepared that will be phased over the project implementationp eriod. The study has also proposedp rototypes chool buildingd esigns that would, inter alia, help to minimizet he maintenancep roblem. 3.23 The current schoolsm aintenanceu nit, transferred from the Ministry of Works to MOE in the 1980si s inadequatelyf unded. This unit attemptst o repair Government( and some Assisted) schools,u sing a permanents taff of 12 of its own skilledc onstructionw orkers,h iring dailyp aid workersa t the community levela nd enteringi nto contracts with small contractors. What is urgentlyn eededi s somem ethodo f ensuringt he allocationo f a due proportiono f the sectorr esourcest o maintenancep urposes, along with the most efficientu se of these resources. 3.24 Beyondp ervasived isrepair,t he configurationo f many schools--oftenth e open hall type--doesn ot facilitaten ormalt eaching,l et alone adoptiono f innovativea pproaches,s uch as team or group teaching. Staff rooms,w here they exist, are cramped, servingf ar more teacherst han their original design envisaged. Classrooms eparationo nly by movableb lackboardsr esults in high levels of noise and distractionf or studentsa nd teachers. Generally,t he primary schools are short of libraries and staff rooms,t heir toilets are often in a state of disrepair and few are properlyf enced. (2) Efficiency of the Educational System 3.25 The currenta ctual averaget eacher to student ratios for public schools are 1:27a t the primary levela nd 1:1 9 at the secondaryl evel. Thesea verages cover a range amongt he primary schools of between 1:8a nd 1:35 (1994),a nd among secondarys chools of between 1:12.3 and 1:24.4. Attthe primary level,t he ratio exceedst he reasonablel evelo f 1:30-35,a s well as the official standard of 1:35 for a qualifiedt eacher and 1:25 for an untrainedt eacher. At the secondaryl evel, a ratio of 1:25w ould be more appropriatei n schoolsw ithout a sixth Form. Extensiver esearchh as shown that, except at the extremes,l owert eacher to studentr atios do not adverselya ffecte ither the quality of educationp rovidedo r the levelso f learninga nd achievement. 3.26 The relativelyh igh currentr atios reflectt he absence of close monitoringo f costs and efficiency, and lack of cost-consciousd etailedp lanninga nd programniingi n relationt o how curriculaa re organizeda t the school level and how the teachersa re recruiteda nd deployed. At the primary level,t here will be a continuingd eclinei n enrollmentso ver the next few years, as well as geographicals hifts in populationa nd, at secondaryl evel,s ome increasei n enrollmentsa nd a betterd istributiono f places around the country. Thus, three major changesa re indicated--(i)t he consolidationo f curriculae speciallya t secondaryl evelst o optimizet he use of teachings taff, (ii) rationalizationo f teachingr esourcesw hich shouldi ncludea djusting teacher-to-studenrt atios to more economicall evelsa nd may includet ransferrings omet eachers from primary to secondarys chools, reducingt he rate of recruitmento f new teachers and adoptingn ew strategies for teacher training, aimed at attaininga 100 percent trained service, and (iii) equalizingt he level of staffing for individuals choolsw ith due attentiont o the specialn eeds of small schools. 3.27 The Appendix to Annex 3 sets out the implicationso f adjustingt eacher-to-studenrt atios at primary and secondaryl evels. Without a firm policy with respectt o ensuringt hat school expenditurei s balanceda s between salary and non-salarye xpenditures,t he yield fromt he educationali nvestmentsh as 11 steadilyd eclined. The high proportiono f the recurrente ducationb udget which is expendedt o meet salary and other personale moluments( representingo ver 95 percent of recurrent allocationst o primary and secondarys choolsi n the 1995 Estimates)s eriouslyc onstrainsr esource availabilityf or other key educationali nputs, particularly improvedm anagement,e ducationale quipmenta nd supplies, and the maintenanceo f school plant and equipment. This proportionn eeds to be brought downt o a more reasonablel evel of less than 90 percentt o produce a more efficientm ix of resources for effectivet eaching. 3.28 The implicationso f not effectingt hese changest o the ratios are serious. Qualitativea nd institutionali mprovements uch as those to be supportedu nder the Basic EducationR eform Projectw ill requiret o be financedb y new resources. The Governmentw illt herefore have to raise the educations ector share of the national budget by EC$2.0+ million--equivalentto eightp ercent of the total primary and secondarys chool budget or six percent of the sector budget or one percent of the nationalr ecurrent budget. Such a changei s highlyu nfeasibleg ivent he current major fiscal constraints. It would be equallyu nwise to attempt such changesi n ratios without a concomitanti mprovementi n the servicesr eceivedb y teachers from head office and in the situation regardings uppliesa nd maintenancea t the school level. (3) Equity of Access to Educational Opportunities 3.29 Such gender inequalitiesi n access to educationa s exist in Grenada,a s elsewherei n the OECS, result not from any laws or regulationsb ut from the gender disparitiesi n student achievement,c ommencing at the primary level,w ith girls outperformingb oys. Girls comprised5 9.3% of public secondarye nrollment in 19946. Neithert he underlyingc auses nor the long term consequenceso f this phenomenona re known, but to the extentt hat it representss omef orm of underp erformanceo n the part of boys, it warrants carefu study, along with a study of the overallu nsatisfactoryp erfonnanceo f studentsg enerally. 3.30 Further,t he poorer familiesf ace special geographicc onstraintst o access to goodq uality education. The heavyu rban, particularly St. George's,c oncentrationo f secondarys choolsw orks to the disadvantage of poor, rural families. At the same time, the unsatisfactoryC EE performanceo f many studentsa ttending the weaker primary schoolsr estricts their accesst o secondarye ducation,w hich is becomingi ncreasingly important for effectivel abor force entry. 3.31 While public educationi s providedf ree, with no tuition fee, other annual education-related expendituresw hichm ust be borne by the householda re considerable. These include:u niforms and school bus transport, which can averageo ver US$300e quivalentp er studentp er academicy ear (or about 12 percent of per capita GNP); textbooksa nd other educationalm aterialst he outlays for which have been estimatedt o range from around US$80 per student at the primary level to US$250 equivalenta t the secondaryl evel; and any other chargesl evied at the schooll evel. With regardt o textbooks,t he high average costs are attributablel argelyt o two factors: (a) the large numbero f textbooks requiredp er subject, with overlap in materiale stimatedt o quite considerable;a nd (b) inefficienciesin proceduresu sed for procuringt extbooks and other educationalm aterials,w hich results in prices exceedingi nternationalm arket prices. 6'his imbalanceis not new. Girlsh ave outnumberebdo ysi n Grenadians econdarye nrollments ince 1970 (whichi s as far backa s the statisticsg o),a nd overt he yearst he gap has simplyw idened. 12 B. Government Sectoral Policy and Financing 3.32 EducationP olicy. National developmentp olicy for the education sector has been quite clearly elaboratedi n various documents. The Ministry of Finance statementi n May 19947e mphasizesp rovision of skillst o the work force, improvinga ccess to, and quality of, secondarye ducation, devotinga larger share of resourcest o basic educationa nd, undert he proposedp roject, developingc urricula, upgrading facilities and strengtheningt eacher training. A parallel Paper by the Ministry of Education' outlinest he specificp riorities as follows: * developingl ocal capacity for research; * institutionald evelopment( including developingl ocal capacity for policy analysis, review and formulation,s ector analysis, identifyingp, reparing, monitoring,a nd evaluatingp rograms and projects and collectingd ata and generatingi nformation); * reform of the educationa nd training system,i ncluding: -- reducingi nequalitiesi n accesst o educationalo pportunitiesc aused by geographya nd economicc ircumstances,w ith special attentiont o childreni n remote mral areas; -- improvementi n internal and external efficiency( reduceds tudent attrition and improved relationshipb etweenc urricula and the job market); * expandinga ccesst o educationa nd designinga nd applyingm ore appropriatec urricula; * provisiono f learningm aterials and nutritional support;a nd * promotinge ducationalq uality, includingt he relevanceo f curricula to preparing studentsf or higher levelsa nd the job market. 3.33 The programs and projects envisagedi ncludet echnical assistance for schoolm apping and a sector survey,t raining in planning,s ector analysis and statistics, better equippingo f managementa nd reorganizingo f the managements tructure. Finally, a draft educationp lan has been prepared by MOE but has not been adopted by Government. However,t his plan was not based on systematics ector analysis. 3.34 The current weaknessesi n the administrations uggestt he need to increaset he number of senior level staff, to establisha planningf unctiona nd a project implementationc apacity and to add the role of internal audit and financiala nalysis. Discretes eparateu nits are advisablef or (i) developinga nd supervisingc urricula, (ii) testing and measurementa nd (iii) educationalm aterials, as the expertiser equired in each of these three areas, despitet heir commont hreads, is quite unique. Overall, considerablet raining in all of these fields is needed. The existing structurea s well as the proposedc hangesb eing considereda re shown in Annex 2, Chart 2 and Annex 3, Chart I respectively. 3.35 Sector Financing.A nnual recurrent sector outlays prior to the structural adjustmentp rogram amountedt o 18-19%o f the national recurrentb udge9t. The present level of 16.6%r epresents some decline in the share; however,i n the currentf iscal circumstances,t he likelihoodo f any large increasei s slim. What 7FromS tabilizatiotno SustainableG rowth.T heM ediumT ermE conomicS trategyP aver( MTESP)1 994-1996 8Ministrvo f Educationa nd Information( Grenada)": Frameworfko r the Develoymenotf Educational Programmeasn d Proiects"M ay1 994. 9In1 989,1 8.78%;i n 1990,1 9.27%;i n 1991,1 9.33%. 13 is neededo ver the next few years is to work withint he availabler esourcest o lay the basis for efficient schoolsa nd good sectorm anagement. 3.36 Accordingt o the 1995 Estimates,t he sub-sectors hares of the sector budget were as follows: Sub-sector AmountE C$ Percent of sector total . .. .. . .. .... ..... ..... .... ...... . . .......................................................................................................... _.... Administration 3,007,125 9.11 Pre-primary 1,468,170 4.45 Primary (includingS pecial Education) 16,189,702 49.02 Secondary( includingS killsT raining) 7,876,653 23.85 Tertiary (TAMCC,U WI, Island Scholarships) 4,481,029 13.57 TOTAL 33,022,687 100.0 National Total RecurrentB udget 199,084,200--(sectosr hare of nationalt otal = 16.6 percent) 3.37 In the absence of a proper Plan for the sector, it is impossiblet o forecast the evolutiono f this intra- sectorald istributionw hich,i n view of the volatiled emographicp atterns, will be subject to important changes as the system develops. 3.38 Modestv ariations exist in the per student recurrente xpenditureb y level of education. Public expenditurep er student for 1995 is expectedt o be roughly EC$700 (US$260)a t primary, EC$1,093 (US$400) at secondarya nd EC$3,958 (US$1,466)a t TAMCC (which includest raditionals econdary Grades 12 and 13). 3.39 Capital investmenti n the EducationS ectorh as been heavily externallyf inancedo ver the period 1992-1995,p rincipallyb y the World Food Program and by the Bank and CDB (Cr. 1785-CRG),a nd has constituteda round sevenp ercento f the Government'sc apital budget, which is consistentw ith the OECS regionala verage. (Annex 3). 14 4. SECTORAL ASSISTANCE STRATEGY A. The Bank's Role and Strategy 4.1 The CountryA ssistanceS trategy( CAS) for the OERCS countries,i ncludingG renada (ReportN o. 14295-LACd ated April 10, 1995),f alls withint he parameterso f the Strategyf or the OECS as a whole. The Bank strategy involves( a) relianceo n the coordinatingr ole of the Caribbeang roup for Cooperationi n EconomicD evelopmen(t CGCED) and close links to CDB and, (b) economica nd sector work and financial assistance to support country priorities. In recognitiono f the small size of the economiest, he World Bank Group provides its lending on a 50/50 IDA/lBRDb lend. The Bank remains a strong supporter of country efforts at economicd iversification,d evelopingt he private sector and strengtheningt he analyticalc apacities of the public sector and refocusingi ts role. The support of human resourced evelopment,i nfrastructure development,n atural resourcem anagement,a nd environmentapl rotectiona re seen as essentialt o the process of economicd iversificationt oward such areas as tourism, high value agriculturep roducts and new export services,w hich offer someo pportunityt o alleviateu nemploymenat nd poverty. 4.2 The proposedp roject fully supports the CAS targetingt he priority area of human resource development,c atalyzinga n educations ector adjustmentp rocess to improvee fficiencyo f public resource use and promotingr eformt hat is consistentw ith the reformsb eing adoptede lsewherei n the OECS sub- region. Followingt he experiencei n St. Lucia, where the Bank and CDB worked closelyf rom project preparationt hrough planned implementationa nd supervision,t he subsequentp hase of the OECSp rogram will be carried out in the same cooperativew ay, but with CDB concentratingo n St. Kitts & Nevis and St. Vincent and the Grenadines,w hile the Bank focuses on Dominicaa nd Grenada. 4.3 To further promoter egionalc ollaboration,p roject preparatory work has drawn principallyo n Caribbeant echnical expertise. The use of a commonc ore of consultantsa cross the OECS countriesh as promotede xchangeo f ideas amongc ountries. Moreover,s uch project preparationh as been carried out in close consultationw ith the OECS Secretariat,b uildingo n its extensivew ork to formulatea nd promote rapid implementationo f an OECS EducationR eform Strategy (OERS),t o which the OECS Governments are committed. The project emphasiso n sectorp lanning and institutionald evelopment,q ualitative improvemento f basic education,a nd expansiono f accesst o secondarye ducationr eflectst he priority actions identifiedi n the OERS. 4.4 The OERS envisagesa ctivitiesa t both nationala nd regionall evels. Unexpectedd elaysh ave occurred in establishmento f the regionalm achinery,h owever,a t their meetingi n Montserrati n November 1993,t he OECSM inisterso f Educationa greedt hat the national govermmentsh ouldp roceed with their own urgentlyn eedede ducationi nvestmentp rograms, consistentw ith the Reform objectives. This proposed project is in keepingw ith that decisiona nd consistentw ith prioritys ector developmentn eeds identifiedi n the Bank report, "Access,Q uality and Efficiencyi n CaribbeanE ducation:A Regional Study,"p repared at the request of memberg overmmentds iscussedw idely in the region, and formallyp resenteda t the June 1992 CGCEDm eeting. That meetinga lso requestedd irect Bankt echnical and financial supportt o accelerate human resourced evelopmenti n this region. 15 B. Bank Sector Experience and Lessons Learned 4.5 The Bank has had limiteds ector experiencei n Grenada. The IDA-financedO ECS Regional Vocationala nd TechnicalE ducationP roject, Credit 1785-CRG,i n the amounto f SDR 4.8 rnillion( US$ 6.5 millione quivalent)w ith a total project cost of US$ 13.5m illion equivalent,w as co-financedb y the Organizationo f PetroleumE xporting Countriesa nd CDB. The Credit was approved by the Board in 1987, and became effectivei n 1987, and the Credit Accountw as closedo n June 30, 1994. While national coordinatorsw ere appointedb y each of the five participatingO ECS Governnents, CDB served as project executinga gency. As a result, the OECS Governmentsi, ncludingG renada,d id not gain direct experience with Bank-financedp roject execution,p rocurement,d isbursement,a nd other procedures. The Bank has also been involvedi n the recentlya pprovedl endingt o educationi n St. Lucia, Loan 3837-SLUa nd Credit 2676-SLU( for the Basic EducationR eform Project) which were approved in January 1995. 4.6 An ImplementationC ompletionR eport (ICR)'0 has been prepared for the RegionalV ocationala nd TechnicalE ducationP roject. It is clearlyt oo early to assess fully the impact of the investment. Reviewt o date indicatest hat the overallp erformanceo f the project was mixed. Notable achievementsi nclude a substantiali ncreasei n technical and vocationale ducationc apacity in the participatingc ountries. Project investmentsa lso led to extensiveo verseast raining of technicala nd vocationalt eachers for the respective educations ystems. The pre-vocationalc urricula developedu nder projecta uspices, though developedo nly for the first year of study and introducedt oo late duringt he project implementationto be fully evaluated, hold promise of providing,w ith possiblea djustments,a solid orientationt o technicalf ields. 4.7 Notwithstandinga ctual and potentialc ontributions,t he project also experienceds ignificant problems. Many of the civil works experienceds ubstantiald elays in start-up and completiono f construction,l eadingt o price increasesa nd creatingt he need for long-terms torage of equipmenta nd furniture delivereda ccordingt o the originali mplementations chedule. The new and rehabilitatedf acilities were also not well maintained. The quality and quantityo f procuredi nstructionale quipmentw ere a problem and there was insufficienta ttentiont o its commissioninga nd utilization. Many of the problems relatingt o safetya nd security of equipmenta nd civil works ultimatelyw ere successfullya ddressedb y meanso f an Action Plan designeda nd implementedb y the Bank and CDB. Shortfalls in executiono f other major project activitiesn everthelessh amperedt he full achievemento f project objectives. For example,t he project laid the groundworkf or labor market informations ystemst o provide neededl inks and information flows betweent echnical/vocationatlr aining and the labor market; and three countriesp roduced labor bulletins. However,t he lack of direct project financingf or this, as well as other institutionald evelopment aspects, coupled with shortageso f staff at the country-levelh, ampereda ctual establishmento f the planned systems,a nd the conducto f the annual labor surveys on which they depend. Weak consultantr eports, and insufficientG overnmentc ommitmento r incentives,l ed to abandonmento f envisagedc ost recoverya nd savings measures intendedt o ensure programs ustainability. Attemptsw ere made to establisht he envisagedR egionalT raining Board that was intendedt o coordinatet echnical/vocationapl rograms across the OECS, building on experienceg ainedb y the project in establishingN ational Boards. A few regional meetingsw ere held; however,w ith insufficientc ommitmento such a Board, and insufficientp roject resourcest o build the requisitep olicy constituency,t he results were less than was anticipated. '0 ReportN o 14404I mplementatioCn omoletionR eport.E asternC aribbeanS tates.F ourthC anbbean DeveloomenBt ank.R egionalV ocationaal nd TechnicaEl ducationP roiect( Credit1 785-CRG)A. pril2 8. 1995. HumanR esourceDs ivision,C ountryD epartmenItI I. LatinA mericaa nd the CanbbeanR egion. 16 4.8 Lessons Learned. Reviewo f the relevantc ompletiona nd audit reports of this OECS project, as well as of educationp rojects in Jamaica (Seconda nd Third EducationP rojects, respectivelyL oan 727-JM and Loan 2070-JM), Barbados( First Educationa nd Training Project, Loan 1642-BAR),a nd Haiti (Third EducationP roject, Credit 1305-HA)r evealst hat it is essentialt o: (a) link project objectivest o the broader sector and macro policy objectivest o enhanceo verall commitmento , and hence success in executiono f, the project; (b) carefullye valuatel ocal procurementa nd project implementationc apacitiest o ensure that adequatea nd timelyi nstitutionals upport is available for the smootho perationo f the project; (c) ensure on an annual basis that Govermmenbtu dgetsp rovide the requisitep roject financings o that the planned pace and breadth of project activities can be sustained,a nd the project completeda ccordingt o schedule;( d) involvea ll major concernedp arties in an educationr eform process (i.e., the Ministry staff, principals, teachers and teachersu nions,a nd parents and communityg roups) from the early stages of project design; and (e) ensure that the policy environmenwt ithin which the project will operate is supportiveo f project objectivesa nd facilitatest he neededs ystemica nd institutionalr eforms. 4.9 These lessons have been taken into account in the design of this project. The project objectivesa re drawn from the MOE FrameworkP aper of May 1994,t he Grenada ProvisionalE ducationP lan, recommendationso f the OECS EducationR eform Strategy Paper which was endorsedb y all OECS memberG overnments,a nd the Bank's report "Access,Q uality and Efficiencyi n Caribbean Education:A RegionalS tudy" whichw as discussedw ith all Caribbeang overnments. The objectivesa re also consistent with the CDB Human Resource DevelopmenSt ector PolicyP aper of November 1993. 4.10 Preparatoryw ork was undertaken,u nder a program of comparatives tudies relative to the sector situation in St. Luciaw hich is to the benefit of both countries. These studies were financedb y a Japanese P'HRDG rant to St. Lucia. These studies includeda review of teachert raining and a schooll ocation planninge xercise. A survey of schoolsa nd their rehabilitationn eedsh as been undertakenw hich concentrateso n the schoolsi dentifiedb y the schooll ocationp lanninge xercisea s deficient. Anothers tudy is beingc onductedi n secondarys chool organization( Annex4 -PreparatoryS tudies). 4.11 The preparatory phase has includedc onsultationw ith all major entities in the sector, includingt he managementa nd staff of MOE,t he teacher training departmento f TAMCC, Ministry of Works, private sector employersa nd the Grenada Uniono f Teachers. The MOE and Ministry of Financem aintainedf rank and open dialogueo n investment,p olicy and institutionalr eform requirementsa s well as facilitatingt he access of the Bank missionst o persons and materials. As civil works represents ome of 63 percent of total project cost, attentionw as given in the project preparatoryp hase to developingp rototyped esigns which take into accountl ocal buildings tandardsa nd experiences,a nd environmental( includingc limatic)a nd other factors. Emphasisa lso was placed on preparationo f preliminaryd rawingsf or all facilitiest hat would be financedu nder the projectb y a respectedi nternationala rchitecturalf irm familiar with the Bank. This was intendedt o precludet he significantc ivil works problems encounteredu ndert he earlier Vocational and TechnicalE ducationP roject in which excessiver eliancew as placed on the local Ministries of Public Works, which proved to have limitedi nstitutionalc apacityt o guide this process. The selectiona nd methodsf or procuremento f educationale quipmenta nd furnitureh ave been carefullya ssessedt o ensure that detailed technicals pecificationsa re developedw ith participationo f end users, high quality-lowc ost sources are identifieda nd tapped, and comprehensivep lans exist for operationalizinga nd pilot testing new equipment,a nd trainingt eachers in their appropriateu se. All these measures should considerablyr educe the risk of repeatingt he seriousp roblems in these areas encounteredi n the earlier OECS educationp roject. 17 5. THE PROJECT A. Project Objectives and Concept 5.1 The proposed Basic EducationR eform Projectr espondst o a request from the Governmento f Grenadat o assist it in its effortst o reform its educations ystem. The decisiont o focus on the basic educationc ycle (Grades 1-9) arose out of regionald iscussionso ver the period 1992-93( para 4.9). Agreemento n the scopeo f a possiblep roject were reachedi n the course of dialoguei n 1995a mong GovermmentB, ank and CDB staff. The actual project contentw as elaboratedo ver the period February- October 1995 in discussionsb etween the Governmenta nd the Bank. 5.2 The overallp roject goal is to accelerateh uman resourced evelopments o that the requisite manpowerc an be produced to support the desiredn ational economict ransition. The project representst he first stage of a major reform of basic education,a imed at improvede fficiencya nd effectivenesso f the educations ystem and at enhancingt he quality of, and equity of access to, basic education. Thus, the project objectivesa re to (a) strengthent he planninga nd institutionalc apacity of the MOE to guide and carry out the long-termd evelopmento f the sector, whilee nablingi t to initiate urgent measurest o address system-wideq ualitativep roblemsa nd expansionn eeds at the primary and secondaryl evels, and (b) serve as a catalyst for a major adjustmentp rocess, focusedo n movingt oward more reasonablep rimary and secondaryt eacher to student ratios, in line with ratios of countriesi n similar economica nd social circumstances. Such adjustmenti s criticalt o ensure that alreadyr elativelyh igh levels of resource allocationst o public educationr espond more effectivelyt o current and projectedn eeds, includingi ncreased financingf or systemm anagementa nd planning,m ore instructionale quipmenta nd suppliesa nd proper maintenanceo f schoolf acilities--allo f which are now significantlyu nderfinanced. The planned adjustment is crucial to ensuret he financials ustainabilityo f the reform initiativesb eing launched. An analysis of the possiblep hasinga nd impact of this adjustmentp rocess is providedi n Annex 3, Appendix. The specific project objectivesa re threefold: (i) to strengthenm anagementi n the sector, as well as educationalp lanninga nd central planning,p articularly in the social sectors. (ii) to improvet he quality of basic education,a nd (iii) to expand accesst o secondarye ducationa nd rehabilitatep rimary and secondary school facilities. 5.3 The project is based on the Government'ss ector developmenpt olicy. At Loan/CreditN egotiations, agreementw ill be reached on the contento f an EducationS trategy Letter from the Government to IBRD and 1DAt hat would: (a) outlinet he Ministry's strategy for strengtheningt he managementa nd planningo f the sector,i ncluding (i) reorganizationo f the structure of the Ministry (ii) the scheduleo f establishingn ew units and reinforcinge xisting units with agreed functions and responsibilities (iii) accelerateda ction on the EducationalP lanningU nit (EPU) and the Project ManagementU nit (PMU)t o create and staff them with professionalsw ith agreed qualifications; 18 (b) indicatet he government'sp lans and programsw ith respect to the adjustmnenotf teacher to student ratios and to adjust the ratio of allocationsi n the schools as betweens alary and non salary expendituresi n parallel with to strengtheningo f managementa nd improvernent in the provisiono f instructionals uppliesa nd maintenances ervicest o schools. (Paras 3.26 to 3.28): (c) elaboratet he parallel policiesa nd actionst hat the Ministryw ould adopt to give full effect to the reform including,i nter alia: (i) policieso n raising the standards for recruitmenti ntot he teaching professiona nd the teacher trainingp rograms,a nd the incorporationo f these new standards into the Educationl aw (Act and Regulations)b eing prepared; (ii) the strengtheningo f technicals ervicest o schools with a view to improvingt he quality and efficiencyo f the educationp rovided, such servicest o include educationalt esting and measurement,c urriculums upervision,e ducational materialsa nd improveds upervisionss ervicesf or supporta nd guidanceo f teachers; (iii) the conducta nd utilizationo f studiesf inanced undert he project; (iv) the guarantee of public ownershipo f, and accesst o, any public school constructed under the project on church lands; (v) ensuringg reater equity in the provisiono f secondarye ducationo ver the country as a whole; (vi) the revisiono f the classificationa nd compensationo f teachers so as to encourage the pursuit of advanced( or post graduate)t raining by rewardingt hose who have successfullyp ursued such training; and (vii) ensuringt hat by September1 998 at least the full time equivalento f 12t utors are allocatedt o the Teacher EducationD epartmento f TAMCC from the overall staff Establishmenpt rovidedf or TAMCC. B. Detailed Project Description 5.4 The project comprisest hree major components: (a) StrenstheningM anagementa nd Planninz. This componentw ould: * help to reorganizet he managernento f the schools ystem, upgrade staff, and improve coordinationa mong key MOE operatingu nits; * build capacity in sectorp lanning and analysisa nd formulatea long-terms ector developmenpt lan; * strengthenc entral plannings o that it could better assist and support educational planning; * developa n integrated educationd ata systemc omprisings tudent, school, financiala nd personneli nformationt o facilitatei mproveds ector analysis, administrationa nd managementa nd policy making; * establisha permanentp roject developmenat nd managementc apacity withint he MOE; includingi ncreasedc apacity in procurings chool suppliesa nd maintenanceo f physical plant; * strengthenf inancialm anagement;a nd 19 * finances pecial studiest o assist in fonnulatingf uture policy and program developments; (b) Improving the Quality of Basic Education. This component would enhance the quality of teachinga nd learning,t hrough upgradingb asic teacher training and strengtheningi n- servicet raining for teachers (withs pecial attentiont o science,m athematicsa nd language arts) and, concurrently,e nsuringt heir more appropriateu tilizationa nd productivityo f teacherst hrough improveds upervisiona nd management; a better supply of instructional materials,i mprovedc urricula (especiallyi n core subjects);e stablishinga n educational testing and measurementc apacity to monitor student and systemp erformance;a nd buildingc apacity in cost-effectivem ethodso f preparing, selecting,p roducing,p rocuring and distributinge ducationalm aterials; (c) Expansion ofAccess to Schools. This component would (i) increase secondary places in the most under-servedd istricts to reduce overcrowdinga nd long distancet ravel and facilitatea ccess to educationalo pportunities,( ii) replace primary schoolst hat are now housedi n unsatisfactoryb uildingsa nd (iii) provide fundingf or urgentlyn eeded rehabilitationo f selecteds chools. Strengthening Management and Planning Component (US$1.7 million equivalent,o r 19 percent of total base costs). 5.5 MOE needs to pursue its review of its organization,p roceduresa nd functions with a viewt o rationalizingt he use of existing human and financialr esources and improvingi ts overall efficiencyi n guidingt he educations ystem. As an urgent, interimm easure to facilitatei mprovede ducationp lanninga nd directlys upport project implementationM, OE wouldr eorganizei ts educationalp lanning and development functions undera n EducationalP lanninga nd DevelopmentS ection. The new sectionw ill compriset wo units--anE ducationP lanning and Statistics Unit (EPU) and a Project ManagementU nit (PMU). The proposedn ew organizationals tructure of the MOE is illustratedi n Annex3 , Chart 1 5.6 Senior Management. In order to assist the MOE to better rationalizea nd utilize sector resources,t o identifyw ays of modernizinge ducation systema dministrationc onsistentw ith the evolutiono f the sector, includingr evision,a s appropriate, of its laws and regulations,a nd to incorporatet hese strategies in the longt erm sector developmenpt lan, the project would provide: (a) Expert services( 6 months)t o assist the MOE managementi n refining and implementing reforms, as needed,i n its organizationals tructurea nd administrativep rocedures; (b) Studyt ours (4 months)f or two senior staff to review educationr eforrn processesi n other countriesa nd attend relevants eminarsa nd courses in such areas as effectives chools and educationp olicy analysis; (c) Civilw orks for office space", and (d) Office equipmenta nd supplies,a nd literature and referencem aterialf or professional updating on educationald evelopmentsw orldwide."' Offices pacei s includedt o accommodatteh e entireh ead officeo fM OE,i ncludingn ewu nits.O ffices pacef or the variousu nitsi s detailedi n Annex5 . Table1 . 20 5.7 FinancialM anagement. To assist in orientingm anagemento f the sectort oward grater emphasis on efficiencya nd to providec ontinuinga nalysis of cost effectivenessb, udget formatsa nd productivityo n a regularb asis throughoutt he Educations ystem,a nd advisingt he Ministryo n improvingi ts efficiency generally,a financiala nalystw ould be employed. The analyst would also serve an internal audit function withinM OE and train staff in accounting,b udgetinga nd expenditurec ontrol and the use of computers in financialm anagement.T he projectw ould finance: (a) one fellowship( 1 staff year) for one-yearo f advancedt raining in financialm anagement and analysis and in efficiencys tudies and the use of computersi n budgeting,e xpenditure controla nd accounting;a nd (b) related office furniture,e quipmenta nd supplies. 5.8 Planning. To meett he challengesp resentedb y the educationr eform process, facilitate introductiono f timelya djustmentst o the system,a nd fosterc loser interactiono f education systemsa cross the OECS, the project would assist in establishingt he EducationalP lanning& Statistics Unit (EPU) of MOE, one of the first tasks of which would be preparationo f a long-terms ector developmentp lan for the period 1996-2005. This Plan would serve as the franework for capital investmentsi n the sector. 5.9 The EPU would includeS tatistics not merely as an adjunctt o planning,b ut as a servicet o the sector as well and as an integral part of the planningp rocess. The project would assist in launchingt he first phase of developmento f an integrated educationd ata systemt o collect,c ollate,a nalyze and disseminates tatistical informationo n the sector and assist other units of MOE in investigationa nd research. A computerizedd ata base wouldb e instituted (includingi nformationo n students, teachers, and schools as well as financialr ecords and expendituresa nd non-confidentiapl ersonnelr ecords)t o support improvedm anagementp, olicy makinga nd research.T he data collectiona nd analysis systemst o be adopted would respondt o MOE managementn eeds, includingn ecessary linkagest o other data systems at the nationall evel. The data systemw ould be compatiblew ith the planned OECS educationr eportings ystem, thus facilitatinge xchangeo f informationb etweena nd among OECS memberc ountries. For the support of the educations ectorp lanninge fforts, the PlanningD ivisioni n the Ministry of Financew ould also be strengthened. 5.10 To these ends, the project would finance: (a) Fellowships( 4 staff years) for four persons to pursue one-yeara dvancedt raining programs,o ne in educationalp lanningo ne in statistics, one in economicp lanning and one in social sector planning;e acho f the first two woulda lso have a short overseas attachment to an appropriatep lanningu nit. (b) (i) Expert services of six months' duration,c oncentratedi n the first two years of project implementationt,o assist the EPU to identifya nd analyze key sub-sectorala nd sectoral issues, establisha pproachest o long range planninga nd lay the groundworkf or the long- tern sector plan, and 12 Relevanlti teraturea nd readingm aterialsn eededf or all institutionasl trengtheninagn d qualityi mprovement componentasr e includedu ndert his area ofp rojects upport. Thesem aterialsw ouldb e centrallym anagedf or optimalo rganizinga nd accessibility. 21 (ii) Expert serviceso f four months' duration concentratedi n the secondy ear of implementationto assist the PlanningD ivisioni n economicp lanningg enerallya nd in improvingl inks betweenc entral and sector planning (c) Relatedo ffice furniture,e quipmenta nd supplies, computers and related software and printers, and equipmentm aintenance;a nd (d) Localt raining3' , through a series of workshopso n educationp lanningp rinciplesa nd use and collectiono f statistics for (i) school supervisorys taff and selectedp rincipalst o facilitatet heir understandingp, articipationa nd cooperationi n the planningp rocess and (ii) principalsa nd other staff at the schooll evel with the same aim. (e) Select planninga nd policy-relateds tudies4' and surveys,t o be carried out under the overall coordinationo f the EPU, in associationw ith other relevantu nits of MOE and the Governmentg enerally,i ncluding: educationalc osts and financing;s chool locationi n relationt o populationd istribution; educationa nd training implicationso f economica nd social developmenta nd labor market demands( includingt he relationshipo f primary and secondaryc urricular trends to the requirementso f tertiary educationa nd the labor market);t eacher effectivenessi,m pact of teacher training, teacher attrition; impact analysiso f the school supervisiona nd teacher performancea ssessments ystems; longitudinals tudies of students, studies of learning, performanced isparitiesb y school,g ender etc.; the impact of readingm aterials on student achievement;e ffectivenesso f school maintenances trategies;p reparatory studies relating to a possiblef ollow-onp roject and other studies. Tlhei ntentiono f MOE to carry out the agreed project-supportedp lanninga nd policy-relateds tudies would be indicatedi n the EducationS trategy Letter. 5.11 ProiectM anagementa nd Development. The PMU would be establisheda s a permanente ntity withint he MOE and will be responsiblef or (I) coordinationo f project implementation(;2 ) project monitoringa nd evaluation;( 3) preparationo f the requisites ix monthlya nd mid-termp roject reports; and (4) implementationo f the MOE developmentp rogram. The PMU will incorporatet he existingu nits responsiblef or (i) maintenanceo f school facilitiesa nd (ii) the procurementa nd distributiono f school furniture,e quipment,m aterials and supplies. The PMU wouldb e headedb y a full-timeP roject Manager, assistedb y a full-timeP rocurementO fficert o overseep rocurement,a nd a full-timea ccountantt o manage project accounts,a nd other support staff. To the extent possible, administrativea nd operatingp rocedures to be adoptedb y the PMU for executiono f the Basic EducationR eform Project wouldb ecomet he modus operandi of the MOE in generalm aintenanceo perations and procuremento f stores and supplies. 5.12 To support projectm anagemento bjectives,t he project would finance: (a) Five (5) months of study tours for key PMU staff (manager,p rocuremento fficer, accountant)t o gain experiencea nd skills in areas relevantt o their responsibilitiesi n the 13 In general,w herel ocalt rainingi s to be financed,e ligiblee xpenditurews ouldi ncludef eeso r honorariaf or trainers,t ravela nd any necessaryp erd iema llowancesc, ostso fp reparingp, roducinga nd procuringt raining materialsa nd transporct osts. 4 For studiesc onductedu ndert he project,e ligiblee xpenditurews ouldi ncludec ostso f consultings ervices, travela nd transport,n ecessarym aterialsa nd suppliesa nd expenseso f producing( typinga nd printing)r eports. 22 Unit, such as review of operationso f EducationP roject ManagementU nits elsewherei n the Caribbean( e.g. Barbados,J amaica and Trinidad & Tobago), and/ort o attend World Bank or CDB seminarso n topics such as disbursements,a ccounting,p rocurement,e tc., and for short-terma ttachmento f the ProcurementO fficer to a suitablep rocurementa gency for training purposes; (b) Expert services( 10 months)t o include:e ight monthso f serviceso f a Project Management Expert to assist in project coordinationa nd in settingu p the PMU and establishingi ts procedures;a nd two monthso f serviceso f a ProcurementE xpertt o assist the PMU team at critical points in the procurementp rocess; (c) Relatedf urniture,e quipmenta nd supplies,i ncludingc omputers,r elated software, printers, photocopier,e tc., and two vans, one for the maintenances ervicea nd one for the distributiono f instructionalm aterials and supplies, and (d) Studieso f project evaluation,i ncludingt he preparationo f the ImplementationC ompletion Report and studieso f efficiencyi n the maintenanceo f school buildings,a nd the procurementa nd distributiono f school supplies. QualitativeI mprovemento f Basic EducationC omponent( US$ 2.2 millione quivalent,o r 26 percent of total base costs) 5.13 The project assigns high priority to improvingt he quality of primary education,p articularly in the core subject areas. This component,e ncompassingi mprovemento f major educationali nputs, is expected to lay the foundationf or buildingp ermanenti nstitutionalc apacityt o promoteq uality improvementi n a coordinatedw ay and to monitora nd diagnosep roblemsi n regardt o educationalq uality. 5.14 Substantiali mprovementsi n examinationp erformancea re expectedt o accrue withint he medium term from the quality-orientedp roject investmentsa t the primary and secondaryl evels. 5.15 To contributet o enhancede ducationalq ualityo bjectives,a s well as provide a basis for the more effectivep articipationo f Grenada in the OECS EducationR eform Strategy initiative,t he project will support five closelyi ntegrateda nd inter-dependenta reas--(l) teacher training, (2) schools upervision,( 3) curriculumd evelopment,( 4) educationalm aterials and (5) educationalt esting and measurement. 5.16 Teacher Training. This sub-components eekst o improvet eacher training at the basic and in- servicel evelsa nd, thus, contributet o improvedt eaching( and ultimatelyl earning) and to expandt he number of graduate secondaryt eachersw ho are pedagogicallyt rained. To this end the project would financef our principalt ypes of investments: (a) (i) Four Fellowships( 4 staff years) for trained teachers, who hold degreesi n the relevant subject areas, to be trained as teacher educators--onec andidatef or each of the four core subject areas, i.e., science,m athematics,l anguage arts and social studies, and (ii) Six Fellowships( 6 staff years) to secondaryt eachers, who hold a universityd egree but have not had pedagogicalt raining, to enablet hem to pursue such training at UWI; (b) equipmentf or the teacher training departmento f TAMCC for sciencea nd language laboratories and materialsa nd equipmentf or the Resource Center; 23 (c) Conducto f in-servicet rainingp rograms for primary schoolt eachers on a systematicb asis, drawingu pon the serviceso f qualifieds taff of MOE as needed; (i) to raise to an acceptablel evelt he competenceo f trained and untrained teachersi n primary schoolsi n the four core subjecta reas; the programnw ould take full advantageo f suitable existingm aterialss uch as those producedb y OCOD. Overall, it is projected that these programs will serve about 400 teacherso ver the period 1996-2000; (ii) to improvet he pedagogicals kills of trained and untrainedt eachers; (iii) to orient and train teachers and principalsi n areas essentialt o their improved functioningi n the classrooma nd in schoolm anagement,s uch as test construction, use of reading materials,o rganizationo f the curriculuma t the school level, utilizationo f staff and facilities, curriculumc hanges. The scope of this program and the budget for this wouldb e agreedu pon in advancew ith the Bank on a year-to-yearb asis, as part of the annualp roject programminge xercise. (d) Studieso f teacher attrition and effectivenessa nd the impact of training of teacher training. 5.17 MOE (EPU in collaborationw ith TAMCC) would examinec urrentp roposals to acceleratet he eliminationo f the backlog of untrainedt eachers in the system by the year 2002. Thesep roposals include the use of distancet eachingm ethodsa nd the introductiono f pre-servicet raining (to complementh e current practice of drawingt he intake into the full-timet raining programe xclusivelyf rom the ranks of serving teachers). Changes,i f any, would be includedi n the long-rangep lan to be prepared for the sector. MOE would also conduct studieso f teacher effectivenessa nd attrition and the impact of the training program on teacher performance. In-servicet rainingw ould be conductedi n consultationw ith the GrenadaU nion of Teachers which has shown interest in the professionald evelopmento f teachers. 5.18 As part of the effort to professionalizet he teachings ervice,T AMCC would require all new entrants into the two year diplomat raining program after 1998t o have at least four GCE "O" levelo r CXC equivalentp asses, includingE nglish,M athematics,a Social Studiess ubject and a Sciences ubject. Moreover,b y the year 2000, all teachersi n the primary schools who have not secureda t least four CXC or GCE "O" levelp asses in each of the four core subjecta reas will be reassignede ithert o other suitable public servicej obs or, if they have demonstrateds pecial abilityt o work with young children,t o the Pre- School system. The TAMCCT eacher Training Departmentw ould need to expand its staff of tutors to 12 to coverc urrent responsibilities. 5.19 SchoolS upervision. The project seeks to build the capacity of the school supervisorys ervicet o betterm onitor and assist the schoolsi n such key areas as: (a) performancea ssessmento f teachers, principals and schools, and (b) in-servicet raining and orientationo f teachers and principals in school managementc oncepts and effectives chool operations. To supportt hese objectives,t he project would provide: (a) Fellowships( total of two staff years) for two persons each to pursue a one-yeara dvanced trainingp rogram in school supervision,w ith particular attentiont o trainingi n methods of promotings choole ffectiveness,c oupled with brief attachmentst o relevante xternal agencies; (b) Furniture, equipmenta nd supplies,i ncludingc omputersa nd software, 24 (c) Civil works for office space; and (d) Localt raining, including: (i) periodict raining courses for supervisorsa nd principalst o keep them abreast of systemd evelopments/reformisn planning,c urriculum,t esting,e ducational materials and teacher training, thereby helpingt o build the requisites upport systemf or the reform process;a nd (ii) training bv supervisorsa nd other specializedM OE staff, as required, for principals and teachers on the above topics, with similar objectives;a nd (iii) training of schoolp rincipals and vice principalsi n school managementa nd organization. 5.20 CurriculumD evelopment. To providet he requisitet echnicale xpertiset o continuallyr eview and revise, as appropriate,t he syllabi for the primary and lower secondaryc urricula, with special attention to the core subjects--mathematicsla, nguage arts, social studies and science--andt o streamlinet he curricula, the project would strengthent he CurriculumD evelopmenUt nit (CDU),b y providing: (a) Fellowships( 4 staff years) for four persons to pursue one-yeara dvancedl evelt raining programs in curriculumd esign,r esearch,e valuation and supervision,o ne in each of the four core subject areas; (b) CivilW orks for Offices pace; (c) Supplementaryo ffice furniture,e quipmenta nd supplies,i ncludingc omputers,s oftware, equipmentm aintenance; (d) Localt raining, via (workshops)f or MOE staff, principals, TAMCCt utors and teacherst o be conductedb y the returnedf ellows,a nd (e) Studies relatingt o effectivenesso f syllabia nd curricula 5.21 To support improvedt eachingo f syllabi at the school level,t he project would finance: (a) Sciencek its (priority sciencee quipment)a nd related storage units for this equipmentf or up to 60 primary schools,t o further enhances ciencet eaching; (b) Social studiesk its and mathematicsk its for up to 60 primary schools; (c) Supplementaryi nstructionals upplies,e quipmenta nd materials for select secondary schools,e speciallyi n science,o n the basis of lists of schools and equipment o be agreed with the Bank and Associationi n advance. At least one kit in each subjecta rea would be suppliedt o the TeacherT raining departmento f TAMCC for demonstrationp urposes. 5.22 Productiona nd Procuremento f EducationalM aterials. The project also would strengthent he capacity of MOE to prepare and producee ducationalm aterials( includingt extbooks,e speciallyf or the early grades, supplementarym aterials,t eacher support materials,e tc.) and to procure educational 25 materials. The impact of textbookso n student achievemenits well documenteda nd understood. With expert assistance,M OE would reviewc ost-effectiveo ptionsr egardingp rocurement,p reparation, publication,m anufacturinga nd distributiono f textbooks and supportingm aterials,w ith a view to maximizingl ocal (particularlyp rivate sector) participationi n these processes, as appropriate. MOE would also adopt improvedm ethodso f textbook selection,s tandardizinga nd streamliningt he number of textbooks per subject,t o the extent feasible, as well as exploringa dditionalm easurest o ease the financialb urden of textbookp urchaseo n parents. Educationalm aterials, especiallyt extbooks,a re needede speciallyi n multi- grade teachings ituations. Teachersn ow have to purchaset extbooks for their use on the job. Many studentsa re withoutt heir full complemento f textbooksf or reasons of financialc apacity. This sub- componentw oulds et MOE on the path to finding feasiblew ays of addressingt he quality and cost of textbooks and their equitabled istribution. 5.23 Specificallyt,h e project would finance: (a) Fellowships( two staff years) for two degreeh olderse ach to pursue a one-yearp rogram of advancedt raining, one in general editinga nd publishinga nd the other in art editinga nd publishing,w ith subsequenta ttachmentst o appropriatep ublishingh ouses; (b) Expert services( eightm onths)f or two specialistst o include:( i) six monthso f assistance to help the MOE to determinei ts policy and role in regardt o preparing, publishinga nd distributinge ducationalm aterialsa nd to evaluatea nd adopt, as appropriate, alternative methodso f procuringm aterials,a nd (ii) two monthso f assistance to adviseo n educational materialsp roductiona nd desk-topp ublishing. The experts would train local staff in publishinga nd productiont asks respectively; (c) CivilW orks for office space; (d) Officef urniture,e quipmenta nd supplies, includingp aper, to support expandeda nd improvedm anuscriptd evelopment,w ord processinga nd deskt op publishing,e tc., and equipmentm aintenance; (e) Supplementaryin structionale quipment,m aterialsa nd supplies, includingt ext books in the core subjects,i n about 10 selectedp rimary schoolsw ith preferenceg ivent o schoolsw hich are performingp oorly in the CEE and SLC and to schools where multi-gradet eaching is being adoptedt o cope with the adjustmenti n teacher to student ratios, on the basis of lists of schoolsa nd materialst o be supplied,s uch lists to be agreedi n advancew ith the Bank and the Association. (f) A supply of basic textbooksf or use by teacherso f Grades 1-9 in each primary and secondarys chool; (g) Localt raining in publishinga nd productiont asks by the experts, and in writing and illustratingb y the returnedf ellows;a nd (h) Studiesc oncerningt he supply of educationalm aterials and their impact on learninga nd teaching. 5.24 EducationalT estinga nd Measurement. Systematica nd scientifice valuationo f student performancei s essentiali n the educationalp rocess to guide both the student and the teacher as well as the 26 managemento f the systema s to areas of strengtha nd weaknesss o that remedials teps can be taken in a timelym anner. To improvet he current system of terminale xams and to broaden it to cover testing within the primary and secondaryc ycles,a n EducationalT estinga nd Examinations( ETX) Unit would be establishedw ithin MOE. The principalf unctionso f the Unit would be to: 1) evaluate and modify, as appropriate,c urrentt erminal examinationsg iven at the end of primary and senior primary education,i .e., the CommonE ntranceE xaminationa nd the SchoolL eavingC ertificateE xamination;2 ) develop,p ilot test, and introducen ew examst o be given nationwidea t designatedp oints (particularlyt wo years beforet he CEE) in the primary cycle and at Form 3 of the secondarys chool,t o better measure student and school perfomnance;3 ) developn ationaln orms and desireda chievements tandards;a nd 4) conduct research on achievementa nd learning. 5.25 To directlys upportt he new ETX Unit, the project would provide: (a) Two fellowships( total of 2 staff years) for personst o pursue advanceds tudies in EducationalT esting and Measurement;a nd to serveo n a suitables hort-term attachment subsequentt o training (possiblya t the CaribbeanE xaminationsC ouncil--CXC);o ne of the fellows shouldh ave a strong mathematics/sciencbe ackground and the other a language arts or social scienceb ackground;o ne of them shouldb e strong in psychology; (b) Expert services( 6 months)t o assist ETX at key points; (c) Civilw orks for office spacet o includee speciallys ecurew orking space (a walk-inv ault); (d) Officef urniture,e quipmenta nd suppliesf or data analysis,w ord processing, scoring (includingo ptical scanning),d esk-top publishing,a nd printing; (e) Fundingf or studies,i ncludingp ilot testing of new tests, establishmento f norms and standardso f achievementa nd for schoole valuation (includings chool-basedc ontinuous assessment),a nd analysisa nd disseminationo f results of tests and examinations, developmento f curriculume valuationm ethods,s tudieso f significantd isparitiesi n student achievemenbt y school,d istrict, gender and any other important factor, and the initiationo f longitudinals tudies, and (f) Local on-the-jobt raining, includingi tem writing workshopsa s well as orientations eminars for principalsa nd teachers in the interpretationa nd constructiveu se of test scores. Expansiono f Access to Schools Component (US$4.7 millione quivalent,o r 55 percent of total base costs) 5.26 The project would expand access to basic (in particular, secondary)e ducationa nd assist the MOE to rehabilitates electedp rimary schoolsi n urgent need of such action. A school mappinge xercise, conductedw ith expert assistancei n June 1995, identifieds erious shortfallsi n secondarys chool places and the need for a more equitableg eographicd istributiono f such places; however,t he study confirmedt hat, overall,a n expansiono f enrollmentc apacity of the primary school systemw as not necessary. The project would includep rovision for an increaseo f at least 525 secondaryp laces (one new school),a nd a modest expansiono f about 140 places at an existings econdarys chool, both of the schools being located outside St. George's. This additionals pace, which would accommodatea bout sevenp ercent of the 12-16 age group, coupledw ith better utilizationo f space in existing secondarys chools, is expectedt o permit primary to secondaryt ransitionr ates to rise to around 68 percent by the Year 2000. The project would also provide 27 for reconstructiono f two existingA ssistedp rimary schools that are now housedi n unsuitable accommodation.T he new primary schoolb uildings and the secondarys chool expansionw ill be constructedo n lands which now belong to the two churchesc oncerned( Catholica nd Anglican respectively). 5.27 To these ends, the project would finance: (a) Civil works, furniture and equipment,a nd equipmentm aintenancef or one new secondary school in Westerhall( for which a suitable site has been selected),t o increasec overagei n an un-serveda rea, and expansiona nd improvemento f St. Andrew'sA nglicanS econdary School (SAASS)i n Grenville,a nd (b) CivilW orks for replacemento f two existing primary schools (St. John's RC Schooli n Guoyavea nd St. Theresa'sR C School in St. David's) and supplementaryf urniture and equipment; (c) Rehabilitationo f selectedp rimary and secondarys chools with urgent needs accordingt o a programtno be agreedi n the lighto f the priorities indicatedi n the ongoingi nventoryo f schoolf acilities,s ubject to a ceilingo f US$100,000e quivalentf or any one school. The scheduleo f accommodationo f the works to be undertakenu nder (a) and (b) above is provided in Annex 5, Appendix. 5.28 To complemenpt roject-financeda ctivities,t he Government,v ia the MOE, wouldu ndertaket he trainingo f select schools taff in preventivem aintenancea nd mobilizationo f communitys upport for maintenance. The Governmentw ould ensure either (a) public accesst o any public school constructedo n church lands or (b) public ownershipo r lease of the lands for the constructiono f such schools. 28 6. PROJECT COST AND FINANCING PLAN A. Project Costs 6.1 The total project cost is estimateda t US$9.9m illione quivalent,i ncludingd uties and taxes (US$0.6 millione quivalent)p hysical contingenciesa nd price increases. The foreign exchangec omponent representsU S$7.6 millione quivalent,o r 77 percent of total project cost. A summaryo f project costs by major componentsi s providedi n Table 6.1. As a percentageo f base costs, financingf or the three major componentsi s as follows:M anagementa nd Planning, 19 percent, lmprovingE ducationalQ uality, 26 percent, and Expansiono f Access, 55 percent. Table 6.2 provides project cost by key categorieso f expenditure,d isaggregatedb y investrnenta nd recurrent costs. Detailedc ost tables are providedi n Annex 6, Table 1. 6.2 The cost estimatesa re based on prices as of June 1995. To the base cost of the civil works, 12 percent has been addedt o cover the costs of professionalc onsultants ervices,t o meett he needsf or architecturald esign and tender preparationa nd contract administration. 6.3 ContinRencyA llowances. Total contingencieso f US$1.4 millione quivalentr epresent 16 percent of baselinep roject cost. These includep hysicalc ontingencieso f US$0.9 million equivalent, averaging 10 percenta cross the discretec omponents. Price contingencies( US$0.5 million equivalent), represents ix percento f project baselinec ost, and are based on the followinga ssumptions: (a) a local inflationr ate of 3.0 percenti n 1995, and 3.6 percentp er year thereafter; and (b) price increasesf or foreign costs, estimatedi n US dollars, of 3.3 percent in 1995, and 2.7 percent for the remainingf our years of project implementation.C ost calculationsa lso assume a constant exchanger ate of EC$2.7 to US$1 .00 for the five-yearp roject implementationp eriod. Table 6.1: SummaryC ost Table by Component Grenada Basic Education Projct Campone,enb Project Cost Summary % % Total (EC$ 000) (US$ '000) Foreign Bae Loal Foreign Total Local Forelgn Total Excange CiU A. Strengthening Management and Planning 817 3,681 4,498 303 1,363 1.666 82 19 B. Improving Educatimal Quality 952 4,920 5,871 352 1,822 2,175 84 25 C. Expansion and Rehabilitaticn of School Places 3,438 9,275 12,713 1,273 3,435 4,709 73 55 Total BASELlINE COSIS 5,207 17,876 23,083 1,928 6,621 8,549 77 100 Physical Contingencies 647 1.750 2,397 239 648 U8 73 10 Price Contingencies 302 935 1,237 120 371 491 76 6 Total PROJECT COSTS 6,155 20,562 26,717 2,288 7,640 9,928 77 116 29 Table 6.2: Summary Cost Table by ExpendituresA ccounts Grenada Basic Education Project Expenditure Accounts Project Cost Summary % % Total (ECS '000) (USS '000) Foreign Base Local Foreign Total Local Foreign Total Exchange Costs 1. Investment Costs Civil Works 4,029 9,402 13,431 1,492 3,482 4,974 70 5 Goods 345 3,432 3,777 128 1,271 1,399 91 1 Training 338 338 675 125 125 250 50 Technical Assistance 258 4,422 4,681 96 1,638 1,734 94 2 Studies 146 146 292 54 54 108 50 Total Investment Costs 5,116 17,740 22,856 1,895 6,570 8,465 78 9 2. Total Recurrent Costs 91 136 227 34 50 84 60 Total BASELINE COSTS 5,207 17,876 23,083 1,928 6,621 8,549 77 10 Physical Contingencies 647 1,750 2,397 239 648 888 73 1 Price Contingencies 302 935 1,237 120 371 491 76 Total PROJECT COSTS 6,155 20,562 26,717 2,288 7,640 9,928 77 11 B. Recurrent Costs and Project Sustainability 6.4 IncrementalR ecurrentC osts. New recurrent costs to be generatedb y this project are estimated to be about US$0.77m illion equivalentb y the end of the decadei n currentp rices. Detailede stimates of recurrent costs to be generatedb y the project are presentedi n Annex 6 Appendix. The new costs are attributablem ainly to: (a) increaseda llocationsr equiredt o pay additionals taff to operatet he key units of the MOE involvedi n the educationr eform process; (b) additionala llowancesf or school suppliesa nd materialsa nd for maintenanceo f school plant; (c) operatinge xpendituresf or new secondarys choolp laces, and (d) maintenancec osts for the equipmenti n the new MOE offices.H owever,t hese costs are not all incrementalb ecauset hey are largely offsetb y the savings generatedf rom the adjustmenti n the teacher-to- student ratios. The overall recurrent budget of MOE is expectedt o grow by less than one percent per year over the project implementationp eriod, and this growth is attributables olelyt o modest growthi n the non project subsectors. 6.5 These incrementalc osts willb e offsetb y the US$0.8m illione quivalenti n savings projectedt o be generatedb y that year from the downwarda djustmentsi n the teacher to student ratios planned for the 1995-2000p eriod (Annex 3 Appendixa nd Annex 6 Appendix). This underscorest he importanceo f rapid implementationo f, and adherencet o, such an adjustmentp rocess. 6.6 Project Sustainabilitv. The proposedp roject is consistentw ith developmenpt riorities enunciated by the govermnenta nd MOE; it is also in harmonyw ith the OECS Reform Strategy. The planned qualitativei mprovementsa nd expansiono f access to secondarye ducation are widely vieweda s essential to achieved esirede conomicg rowth and sociald evelopmento bjectives. RequisiteG overnmentf inancingf or the project, includingi ts contributiono f US$1.7 millione quivalent( net of taxes) to the project costs over 30 the five year period and incrementald ebt servicea ssociatedt herewith,c an be met, as they represent less than I percent of the 1994 GDP. Further,t he project will generatea net decrease of US$0.1 millioni n recurrent expenditurei n respecto f the subsectors directlya ffectedb y the project (Table 5 of Annex3, Appendix) Overall,t he project, taking into accountt he adjustmentm easuresp roposed,w ould result in a declineo f the number of persons employedi n the sector and in the personal emolumentsb udget for the sector. Table 6.3 AverageA nnual Fiscal Implicationo f the ProposedB asic EducationP roject (In Percent of GDP) 1996-2000 2001-2010 EstimatedI ncrementalC ost 0.0 0.0 IncrementalD ebt Service .02 .11 Total IncrementalC ost .02 .11 Memorandumit em: Public Sector Current Surlus 2.0 2.5 6.7 Grenada is eligiblef or IBRD borrowingu nder SingleC urrency Loan (SCL) terms because: (i) it has no unconvertedV LR82 loans, and (ii) the proposedl oan does not exceedsU S$100 millions,a lthough it represents 100 percent of IBRD lendingp rogram for FY 1996. Presentedw ith the choice of loan product,t he Governmento f Grenadad ecidedo n the fixed exchanger ate US dollar SCL option. This choicew as based on the effort of eliminatinge xchanger ate volatility (the EC dollar is peggedt o the US dollar) and minimizingi nterestr ate uncertaintyf or a social sector project such as the proposed one 6.8 The technicala ssistancep rogram includedi n this projecth as been designedt o maximize developmento f local expertisea nd capacity in order to sustain project benefitsw ell into the future. The mix of expert servicesa nd fellowships,s tructuredt o complemento ne another, emphasizess taff capacity building. Orientations eminarsa nd study tours have been includedt o familiarizes enior staff with key aspects of educationalr eform. Fellows will be selectedw ith attentiont o their capacity to benefitf rom the respectivet raining programa nd the programw ill be tailored as far as possiblet o their job needs in Grenada and be complementedi n severalc ases by short attachmentst o relevanta gencieso r entitiesa broad. . Eligibilityc riteria for all project-supportedt rainingw ill be specifiedi n the Project ImplementationM anual. These fellowshipr ecipientsw illb e drawn largelyf rom the public service( teachinga nd the civil service). Their job experiencew ill sharpena warenesso f their own trainingn eeds. Where a suitablet raining programe xists within UWI (whichh as offeredt o design courses to suit the needs) this wouldb e given preferenceo n grounds of economy,r elevancet o country circumstancesa nd enhanceds copef or harmonizingt he educations ystems of the OECS. In keepingw ith normal Governmentp olicy, all fellows will be bondedf or a duration of time pro-ratedw ith the length of their training. Upon completiono f traininga nd return to Grenada,a ll fellowsw ill be expectedt o produce reports on their training experience and to conduct seminarst o disseminatet heir newly acquired knowledget o others. Most of the expert servicesw ill be providedi n a serieso f short term consultancies,w ith these servicest imed in ordert hat: (a) while local staff remain in direct controlo f operations,t hey will receivee xternal assistance at certain criticalj unctures; and (b) the tenure of fellowshipsa nd experts ervice periodsa re optimallys ynchronized. Finally,a ll experts will be requiredt o train staff and to prepare manualst o help guide staff in how specific key tasks shouldb e organizeda nd programmed. 31 C. Financing Plan 6.9 Thep roposed project wouldb e financedb y an IBRD Loan and an IDA Creditt otaling US$7.6 million equivalent,r epresenting7 7 percent of the total project cost. The combinedL oan and Credit would cover 100 percento f total foreign exchangei nvestmente xpenditurea nd 50 percent of local exchange investmente xpendituref or goods. The Governmentw ould financeU S$1.7 millione quivalento r 10 0 percent of all local exchangei nvestmentc osts (net of taxes), except for goods financeda t 50 percent of their local exchangei nvestrnentc osts, and 100 percent of local and foreign exchanger ecurrent costs. 6.10 Table 6.3 providesa summaryo f the project financingp lan. Annex 6 Table 2 includest he detailed financingp lan by project implementationy ear, and by component. For Projecti mplementationt,h e phasingo f the Governmentf inancinga nd the Government'si nclusiono f the required amountsi n the Annual Estimateso f Expenditurew ill be identifieda s a Governmento bligationi n both the Education Strategy Letter and the PIM. Table 6.4 FinancingP lan US$ Million Share .,,,,,,,,,,(,i,,,,l,,dIII. igcontiiencies and taxes) G'Jovernment 2.3 23 IBRD/IDA 7.6 77 TOTAL 9.9 100 6.11 Retroactivef inancingo f up to SDR 512,000 (US$0.76m illion equivalent),o r 10 percent of combinedI BRD and IDA project financing,w ouldb e providedt o reimburset he Governmentf or eligible expendituresi ncurreda fter October 1, 1995, to enablet he Governmentt o immediatelyc ommencer equisite steps to expeditet he reform process, to include: (a) equippingo f the newly establishedP rojectM anagementU nit, trainingo f its staff in such generala reas as procurementa nd Bank-specificp rocedures,a nd provisiono f (i) study tours to visit other project units in the Caribbeana nd (i) expert servicest o assist in operationalizingth e Unit; (b) architecturald esign work and tenders preparationf or the civil works program; and (c) preparationo f specificationsf or the educationale quipmenta nd furnituret o be procured under the project. This retroactivef inancingi s requiredt o permnitth ese importanto utlays to be eligiblef or considerationf or immediater eimbursementu pon Loan and Credit Effectiveness. 32 7. PROJECT IMPLEMENTATION A. Project Management and Coordination 7.1 The project would be executedb y the MOE throught he creationo f a Project ManagemnenUt nit (PMU) with functionsa nd responsibilitiess atisfactoryt o the Bank and the Association,a nd with at least three full-timep rofessionalp ersonnel -- a ProjectM anager, a ProcurementO fficer,a nd an Accountant- - with qualificationss atisfactoryt o the Bank and Association,a ssistedb y sufficientn umbers of support staff. 7.2 In implemeting the project,t he PMU and other entities involvedi n project executionw ould be guided by a ProjectI mplementationM anual (PIM). The PIM will include,i nter alia the followingm ain areas: (a) a summaryo f the technicalc ontento f the componentsa nd sub-componentso f the project; (b) organizationala rrangements,i ncludings pecificr elationships,r esponsibilitiesa nd linkages betweend istincte ntities of the MOE and the PMU relatingt o project execution; (c) operationalp rocedurest o be followedi n project implementationi, ncluding:c riteria for rehabilitationo f primary schools;e ligibilityf or, and processingr equirementsr elating to, project-supportedt raining (fellowships,i n-servicel ocal training and study tours); planning and policy-relateds tudies; (d) disbursementa nd procurementa rrangements,i ncludingt he standard biddingd ocumentst o be used for works and goods, and standard consultantc ontracts and IBRD and IDA review; (e) financialm anagementa nd controla rrangements,i ncluding managemento f the Project Account and SpecialA ccount,p rocessingo f withdrawala pplications,a nd Terms of Reference( TORs) for internala nd externalp roject audits and time table for submissiono f Annual Audit reports to IBRD and IDA; (f) the implementations chedulef or the project and the project monitoringa nd evaluation indicatorst o guidea ssessmento f project implementationp erformanced uring the Annual and Mid-TermP rojectR eviews; and (g) TORs for the professionals taff of the PMU and all experts to be employedu ndert he project; (h) the obligationso f the Governmenta t project completion,i ncludingp reparationo f the ICR and plans for the future of the project. 7.3 As a conditiono f Loan and Credit Effectivenesst, he Governmentw ill be expectedt o have ensured that the PIM had been issued, in terms satisfactoryt o the Bank and Association,a nd provideda ppropriate assurancest hat the Manual is in full force and effect. The Credit and Loan Agreementsi ndicatet hat, subjectt o the specificp rovisionso f these Agreements,t he PIM would be binding on the Government. 33 B. Institutional Arrangements 7.4 As a source of advice and assistance duringp roject implementationa, ProjectA dvisory Committee (PAC) would be establishedw ith representationf rom the MOE (witht he Project Managers ervinga s Secretary),a nd from the Ministriesr esponsiblef or the portfolios of financea nd public works. The PAC will meet periodicallyt o review implementationp erformancea nd will be convened,a s needed,t o address any urgent matters which might arise over the course of project execution. To ensure achievemenot f project objectives,t he MOE will need to collaboratec loselyw ith severalo ther governmente ntities, includingt he Ministry of Finance, a representativeo f which will countersigna ll disbursementa pplications for the project. C. Implementation Program 7.5 The project will be implementedo ver the five-yearp eriod 1996-2000. A SurmmaryIm plementation Program, by componenta nd sub-componenti,s presentedi n Annex 7 Table 1. The project Completion Date wouldb e December3 1, 2000, and the Loan and Credit Closing Dates wouldb e June 30, 2001. Civil works execution,o verseasf ellowships,a nd provisiono f expert services are heavilyc oncentratedo ver the first two years of project implementationi n order to ensuret hat these key inputs are rapidly completeds o that the educationr eform process can be launcheda s expeditiouslya s possible. Thus, as highlightedi n Annex6 Table IC, US$6.3 millione quivalento r 63 percento f total project cost is expectedt o be incurred over the initial 24 months of project execution. 7.6 As would be confirmedi n the PIM, not later than six months after the ClosingD ates, or such later dates as may be agreedf or this purpose, Governmentw ill prepare and finnish to the Bank and Association a plan of such scopea nd detail as IBRD and IDA may reasonablyr equest, for the future operation of the Project, will exchangev iews with IBRD and IDA on such plan, and will carry out such plan, taking into accountI BRD and IDA commentso n it. D. Procurement 7.7 The Bank has receivedt he Government'sS tore Rules and Financial Rules. Officialsh ave stated that the guidelineso f the Governmentc onformt o those of the Bank and other externala gencies, such as CDB and the EuropeanU nion. While civil works under Bank-financedp rojects in the education sectori n many countriesh ave usually been procured with only minor problems,t he procuremento f instructional equipmentm aterialsa nd suppliesh as proven difficult.S omeo f the more commona nd costly problemst hat occur during the procurementp rocess for such items in various countriesi nclude: (a) limitedt echnical knowledgeo f optimumt ypes and sources of educationale quipment, materialsa nd suppliesa nd, hence, difficultyi n writing precise and appropriatet echnical specifications; 34 (b) inexperiencein packagingc ontracts to generatep otential economieso f scale regarding purchasep rices; (c) difficultiesi n appropriatelyt imingt he placemento f orders in order to synchronized elivery dates with the actual time that the giveng oods will be required,p articularly to coincide with the state of readinesso f civil works; (d) limitationsi n the capacityt o conductt he technicale valuationo f bids; (e) failure to take advantage in bidding documentso f opportunitiesf or domesticp reference acceptablet o the Bank; (f) insufficienta ttentiont o inspectiono f goods and bills of lading upon arrival of procured items; and (g) the virtual neglect of enforcemento f insurancea nd warranty clauses. In varyingd egreesm any of these problems were encounteredu ndert he OECS Regionalv ocationala nd TechnicalE ducationP roject (Credit 1785 CRG). 7.8 Severals teps have been taken to minimizet he risk of such problems occurringi n this project. First, at (or prior to) commencemenot f project implementationt,h e full time ProcurementO fficer of the PMU, will receivei ntensive,p ractical training, and attend relevantB ank-sponsoreds eminars. Second, specializede xpert servicesw ill be provideda t critical points in the procurementp rocess, particularlyi n the first stages of project implementationt,o assist as well as to further train the ProcurementO fficer in areas such as biddingt echnicals pecifications,p rocessinga nd evaluation. The designationo f a full-time ProcurementO fficer to the PMU respondsd irectlyt o the experienceg ained in the OECS Regional Vocationala nd TechnicalE ducationP roject( Credit 1785-CRG),i n particular the need for constant, carefula ttentiont o detailed selectiona nd specificationso f goods (i.e., furniture and educationala nd related equipmenta nd materials) to be purchased,a nd to contractingp rocedures,e nsuring:( a) upstream, compliancew ith Bank guidelinesf or selectiono f consultantsa nd consultingf irms, and procuremento f civil works and goods; and (b) downstream,t hat acquiredg oods meet specificationsa nd that equipmenti s appropriatelya nd safelyi nstalleda nd utilized. 7.9 To both guide and expeditet he procurementp rocess, specificationl ists for goods to be procured with project financing,a nd bidding documentsf or the procuremento f civil works and goodsb ased on standardB ank documents,w ill be prepared accordingt o the ImplementationP rogram. To further advance preparationo f civil works, architecturald esignsw ill be completedw ith retroactivef inancing,i n order to permit initiationo f the actual biddingp rocess immediatelyu pon declarationo f Loan and Credit EffectivenessP. rocurementp rocedurest o be followedf or all major categorieso f expenditurest o be financedb y IBRD and IDA are describedb elow and summarizedi n Table 7.1. 35 Table 7.1: Procurernet Arran=ement Grenada Basic Education Reform Project Procurement Arrangements - Non ICB/NCB Aggregated as Other (US$ Million) Procurement Method International National Competitive Competitive Bidding Bidding Other N.B.F. Total Civil Works Construction /a 4.0 1.0 1.0 - 6.0 (2.8) (0.7) (0.7) (4.2) Goods Equipment and Furniture Computers and Software. /b - 0.2 - 0.2 (0.2) (0.2) Other Goods: /c Other Equipment, Vehicles, Furnitures 0.2 - 1.2 - 1.4 Books and educ. materials, supplies (0.2) (1.0) (1.3) Technical Assistance Works Design/Eng./SPN /d - - 0.6 - 0.6 (0.6) (0.6) Experts /d 0.5 - 0.5 (0.5) (0.5) Fellowships /e - - 0.8 - 0.8 (0.8) (0.8) Studies If - - 0.1 - 0.1 (0.1) (0.1) Training lf - - 0.3 - 0.3 (0.1) (0.1) Maintenance Equipment - - - 0.1 0.1 Total 4.2 1.0 4.6 0.1 9.9 (3.0) (0.7) (3.9) (7.6) Note: Figures in parenthesis are the respective amounts financed by IBRDIIDA Exvlanation of the methods used under the cateeorY 'Other': \a Lump-sum fixed price contracts consistent with Bank Guidelines for contracts valued at less than US$100,000 \b Limited International Bidding \c International Shopping & Limited International Bidding \d According to Bank's Guidelines for the Use of Consultants \e Procedure satisfactory to the Bank \f According to Bank's Guidelines for the Use of Consultants and Local Shopping Procedures 36 Civil Works 7.10 Civilw orks to be procuredw ith project financing( expectedt o total US$6.0 million equivalent, includingc ontingencies)c onsist of the following: (i) one new secondarys chool of 525 places in Westerha11a nd the upgrading and expansionb y 140 places of the SAASSs econdarys chool; (ii) the replacemento f two primary schools, one of 600 places and the other of 245 places and; (iii) rehabilitationo f selectedp rimary and secondary schools, and (iv) new office space for MOE managementa nd technicalu nits. 7.11 In view of the small value of all such works, the Bank StandardB iddingD ocuments( SBD) to be used for InternationalC ompetitiveB idding( ICB) wouldb e "Procuremento f Works - SmallerC ontracts" and these same documents,m odifieda s necessary, wouldb e used for National CompetitiveB idding( NCB). All civil works contracts valueda t US$0.5 milliona nd above would be awarded on the basis of ICB, consistentw ith IBRD and IDA guidelines5." Civil works estimatedt o cost the equivalento f US$100,000o r more, but less than the equivalento f US$0.5m illionp er contract, up to an aggregate amounte quivalentt o US$1.0 million,m ay be procuredo n the basis of NCB. Civilw orks, (includingw orks for rehabilitationo f selecteds chools),e stimatedt o cost less than the equivalento f US$100,000p er contract,u p to an aggregate amount equivalentt o US$1.0 millionm ay, consistentw ith IBRD and IDA guidelines,b e procuredu nder lumpsum,f ixed price contracts, awardedo n the basis of quotationso btained from three qualified contractorsi n responset o a witten invitationa nd made to the contractorw ho offers the lowestp rice quotationa nd has the experiencea nd resourcest o completet he contract successfully. All school rehabilitationw orks would requiref ull documentationto include:c ertificationb y the MOE that the works were of a priority nature, consistentw ith the findingso f the school facilitiesi nventory;a n approved budget for the subjectw ork; reviewb y the consultantsf or civil works of designsa nd/or biddingd ocumentsp rior to initiatinga ny such works, and certificationb y the consultantsf or civil works that the work was efficiently, fully and satisfactorilyc ompleted;a nd appropriated ocumentationo f national shoppingp rocedures applied in the selectiono f contractors,a ll of which documentationw ouldb e maintainedf or review by IBRD and IDA supervisionm issions. No individuals choolw ould normallyb e expectedt o receive rehabilitation works in excess of an aggregate amounto f US$100,000e quivalent. Goods 7.12 School and OfficeE quipment( estimatedt o cost US$385,000e quivalent,i ncludingc ontingencies), Furniture (US$244,000),V ehicles( US$92,000),B ooksa nd other educationalm aterials (US$331,000)a nd Office Sup,lies (US$273,000)--at otal of US$1.4 million equivalent,i ncludingc ontingencies- would be groupedi nto packagesa s far as practicablea nd procuredi n the followingm anner consistentw ith Bank Guidelines: (a) contractp ackages estimatedt o cost the equivalento f US$50,000 or more may be procured through ICB; 5 Allr eferencesin this Reportt o BankG uidelineso n procuremenatr e relatedt o the Bankp ublication: GuidelinesP. rocuremenUt nderI BRDL oansa nd IDAC redits. TheW orldB ank,J anuary1 995. 37 (b) contractp ackages estimatedt o cost more than US$15,000b ut less than US$50,000 equivalenta nd US$900,000o r less in the aggregatem ay be procuredt hrough international shoppingp rocedures,a nd (c) contractp ackages estimatedt o cost less than US$15,000e quivalenta nd less than US$300,000i n the aggregatem ay be procuredt hroughn ational shoppingp rocedures. 7.13 ComputerH ardware and Software (estimatedt o cost US$209,000e quivalent,i ncluding contingencies)w ouldb e grouped into packagesa s far as practicablea nd procured in the followingm anner consistentw ith Bank Guidelines: (a) Contract packagese stimatedt o cost US$50,000e quivalento r more may be procuredt hrough LIB; exceptionallya, nd with previous Bank no objection,p ackages of small value may be procuredt hrough shoppingp rocedures. 7.14 With regardt o vehiclesa nd computers,b idding lists of eligibleb idders would includeo nly manufacturersw ho have establishedm aintenancea nd servicef acilities in Grenada or in neighboring countries. Technical Assistance 7.15 (a) Professionals ervicec ontracts (expectedt o total US$629,000e quivalenti ncluding contingenciesf)o r architecturald esign,t endering,a nd supervision/administratioonf contracts relating to the executiono f civil works would be procureda ccordingt o Bank guidelinesf or the use of consultants.6' 7.16 (b) Expert Services (expectedt o total US$453,000e quivalent,i ncludingc ontingencies),t o includec ontracts for consultantsa nd consultingf irms, wouldb e procured in accordancew ith the World Bankg uidelinesf or the use of consultants. Details of project-financedE xpert Services( excluding professionals ervicesf or civil works) and Fellowshipsa re providedi n Annex7 Table 2. 7.17 (c) Fellowships (expectedt o total US$793,000e quivalenti ncludingc ontingencies)w ould be awarded onlyt o persons suitably qualifiedt o enter upont he agreedt raining programs,f ollowing governments electionp roceduresa cceptablet o the Bank. 7.18 (d) Local Traininz (expectedt o total US$278,000e quivalenti ncludingc ontingencies)w ould be arranged by the specializeds erviceo f MOE concerneda nd the PMU. Trainers would be selectedi n consultationb etweent he concerneds ectiono f MOE and the PMU. 7.19 (e) For Studies (expectedt o total US$121,000e quivalent,i ncludingc ontingencies)t, he PMU and the concernedd epartmento f MOE would consult on the selectiono f consultings ervicesa nd the PMU would procure these in keeping with IBRD and IDA gtuidelines.F or procuremento f any necessary materials,i n view of the small amountsi nvolved,n ational shoppingw ould be used. 16 Guidehnes.Usoef Consultantbs y WorldB ankB orroweras nd by The WorldB anka s ExecutingA gencv.T he WorldB ank,A ugust1 981. 38 IBRD and IDA Review 7.20 Governmenta ssurancesw ould be obtained and incorporatedi n the PIM that: (a) prior to initiating any civil works or acquisitiono f goods to be procuredt hrough ICB or LIB, and for those civil works to be procuredv ia NCB, it will submit to the Bank for its prior review all relevantd ocumentation;( b) with regardt o consultantsa nd consultingf irms, all proposed contracts and related terms of reference,s hort lists of candidates,p roposedf ees, etc. would be submittedf or prior IBRD and IDA reviewt o ensure consistency with Bank guidelineso n use of consultants;a nd (c) prior to the award of any fellowshipi t will submit to the Bank and IDA for its review,t o ensure consistencyw ith project objectives,t he names and resumeso f all short listed candidates,t he proposedt raining programa nd training institution,t he proposed duration of training, and the estimatedc ost. The budget for localt raining and for studies would be agreed with the Bank in advanceo f initiating such activitiesa nd all relevantd ocumentationc oncerninge xpenditureso n agreed studiesa nd training wouldb e retainedf or reviewb y Bank/IDAs upervisionm issions. The level of prior reviewc overage as a percentageo f Bank financed contractsw ould be approximately6 0 percent of goods and works and 100 percento f consultantc ontracts. E. Disbursements and Accounts 7.21 The proposeda mount of lending -- Credit of SDR 2.6 million (US$3.8 millione quivalent)a nd a Loan of US$3.8 millione quivalent-- would be disbursedo ver a five-yearp eriod, typical of other IBRD and IDA-supporteds ocial sectorp rojects. Annex 7, Table 3 presentst he disbursementf orecast for the Loan and Credit,b y semestera nd by financier. The Loan and Credit are expectedt o be fully disbursed over 10 semesters,c ommencingi mmediatelya t Loan and Credit Effectivenessw ith the disbursementf or retroactivef inancinga nd the initial disbursementi nto the project Special Account.T o facilitatet imely project implementationt,h e Governmentw oulde stablish,m naintainan d operate,u nder terms and conditions satisfactoryt o IBRD and IDA, a SpecialA ccount in US dollars at a bank acceptablet o IBRD and IDA in Grenada. The Authorizeda llocationf or the SpecialA ccountw ould be US$0.5m illion equivalent,w ith an initial depositt o be made of US$0.25m illion equivalent,a nd such allocationt o remain limitedt o an amount equivalentt o US$0.25 millionu ntil the aggregatea mounto f withdrawalsf rom the Credit Account, plus the total amount of all outstandings pecial commitmentse nteredi nto by the Association,s hall be equal to or exceedt he equivalento f US$1 .0 million. As the PIM would indicate: (a) the SpecialA ccountw ould be managedb y the PMU of the MOE, with all disbursementsm ade under authorizeds ignaturesf rom designatedr epresentativeso f both the Ministry of Finance and the PMU and (b) withdrawala pplications for replenishmento f the SpecialA ccountw ouldb e preparedb y the PMU in accordancew ith Bank policies and procedures. 7.22 The Governmentw ouldo pen a ProjectA ccounti n a bank acceptablet o IBRD and IDA and deposit into such account an amount equivalentt o not less than US$250,000,f or purposeso f financingt he implementationo f civil works to be carried out undert he project, and maintaina positive balance in such accounto ver the implementationp eriod, in the amounts stipulatedi n the DevelopmentC redit Agreement, during whichp eriod all civil works are expectedt o be fully executed. 7.23 Table 7.2 containst he projected Loan and Credit disbursementp lan. Disbursementsw ould be effecteda gainst the followinge xpenditurec ategories,b y percentageo f IBRD and IDA financing:( a) civil works, for constructiono f the new secondary at Westerhalls chool and the facilities at the existing 39 secondarys chool in Grenville,t he office space for MOE and the relocatedp rimary schools and for professionalf ees related thereto for design,t enderp reparation and contract administration--72p ercent of total cost; (b) civil works for rehabilitationo f selectedp rimary and secondarys chools and professionalf ees related thereto--72p ercent of total cost, subjectt o a maximumn ot to exceedU S$1 00,000 per contract; (c) goods,i ncludinga ll equipment,f urniture, educationalm aterials,i ncludingt extbooks, computersa nd software, and suppliesa nd miscellaneous-I 00 percent of foreigne xpendituresa nd 50 percent of local expenditures;( d) technicala ssistance,i ncludinge xpert services- -100 percent of eligiblee xpenditures, fellowships--95p ercento f eligible expenditures,a nd (e) training and studies-50 percent of total cost. Table 7.2: Loan and credit DisbursemenAt llocation Suggested Aiocation of Loan and Credit Proceeds IBRD Loan IDAC redk (T*) Disbursenent (USS' 000) (SDRs' 000) Percentage 1. Civil Works A. Constructioan dP rof.F ees( *) 1,760.0 1,180.0 72 percenot f totalc ost B. Renov./RepaoirfS choolasn d Prof.F ees 356.0 238.0 72 percenot f totalc ost 100p ercenotf f oreigenx penditure 2. Goods 697.0 467.0 and 50 percent of locale xpenditure 3. Consultants' services 216.0 145.0 100p ercent of eligiblee xpenditure 4. Fellowships 359.0 240.0 95 percento f eligiblee xpenditure 5. Studiesa nd local training 96.5 65.0 50 percent of eligiblee xpenditure 6. UnaLocated 341.5 265.0 otal 3,826.0 2,600.0 Cco nstructionfo nen ews econdaSryc hooiln W esterhtahlelu, pgradinagn de xpansioonft heS AASse condarsyc hool, ther eplacemeonft w op rimarsyc hoolsa,n dn ewo fficesp acefo rM OEm anagemeantd t echnicuanl its - SDRJUS$ = 1.49385 7.24 Withdrawal applicationsf or civil works with a contract value of US$100,000e quivalento r more, and goods with a contractv alue of US$50,000e quivalento r more, would be supportedb y fill documentationD. isbursementsf or all contracts for goods and civil works of less than the above respective amounts,i ncludingw orks associatedw ith the rehabilitationa nd repair of primary schools, would be made on the basis of Statementso f Expenditure( SOEs) certifiedb y the PMU. Supportingd ocumentationf or these latter expendituresw ould be retainedb y the PMU and be readilya vailable for periodicr eview by IBRD and IDA supervisionm issions. 40 F. Financial Management, Accounting and Audits 7.25 The existingf inancialm anagements ystemi n MOE would require strengtheningo ver the medium- tern in order to supportt he modernizationo f the administrationo f the MOE. Improvementsa re neededi n accountinga nd budgetinga nd in financial analysisa nd planning. To these ends, the project supports overseas graduatet raining of a person in financialm anagementa nd analysis, as well as the establishment of an integrated,c omputerizede ducationd ata system,t hat would includef inancial records. With respect to project accounts,t he Project ImplementationM anual will delineatef inancialm anagementa nd control procedures,a nd provide TORs for intemal and extemal audits, satisfactoryt o IBRD and IDA. 7.26 The MOE would keep separatea ccounts for project incurred expendituresa ccordingt o the proposedC harts of Accounts (as detailedi n ScheduleI of the Loan and Credit Agreements)a nd prepare a monthlys tatemento f expenditures. This procedure will facilitatet he preparationo f withdrawal applicationsp reparationa nd expeditet he disbursementp rocess. Annual audits of all project accounts, includingt he SpecialA ccount,w ill be undertakenb y an independenta uditor. Initially, it is proposedt hat this independenta uditorb e the Government'sD irector of Audit. Audit reports under TORs satisfactoryt o IBRD and IDA would be prepared and submittedt o the Bank and Associationn ot later than four months after the end of each fiscal year, i.e., not later than April 30. Shouldt he GovernmentA udit Departmenta t any time provet o be unablet o carry out such audits in a timelyf ashion,t he use of a private sector firm would be requiredb y the Bank and the Association. For this latter purpose,t he project includesf unding for any necessaryt echnicala ssistance. G. Project Monitoring and Evaluation (1) Project Performance Reporting 7.27 Overall responsibilityf or monitoring,e valuationa nd reportingo f project perfbrmancew ould be assignedt o the PMU. The PMU also wouldb e responsiblef or preparationo f the Borrower'ss ectiono f the ImplementationC ompletionR eport (ICR) that wouldb e transmittedt o the IBRD and IDA not later than six months after the ClosingD ate. To ensure and expeditef ulfillmento f periodicr eportingr equirements relatingt o project implementations tatus, and to facilitatet he conducto f regularp roject supervision missions,i n keepingw ith the procedurest o be includedi n the PIM, (a) consolidatedp roject progress reports (starting in 1996)w ould be prepared by the PMU each six months, i.e., on March 31 and September3 0 each year, and wouldb e distributedt o IBRD and IDA; and (b) the September3 0 report would servea s the basis for an annual in depth reviewo f project performancet o be carried out jointly by the Government,I BRD and IDA. 7.28 The annual September3 0 project status report will include:( i) a summaryo f the project performanceo ver the past year, includinga greedp roject monitoringa nd evaluationi ndicators,a s are delineatedi n Annex 7 Table 5; and (ii) a detailed work programa nd budget (that would includep lanned contractingo f expert servicesa nd initiationo f planninga nd policy-relateds tudies over the given year) for the forthcomingy ear of project implementationi,n cludinga realistic implementations chedulea nd targets for movingt he projectt oward its successfulc ompletion. The ProjectM onitoringa nd EvaluationI ndicators will be delineatedi n the PIM. 41 (2) Project Reviews 7.29 Annualr eviewso f project performancew ouldt ake place no later than November3 0 each calendar year 1997-2000b etweent he IBRD and IDA and Government. As part of such Annual Review,t he MOE may be askedt o prepare an action plan, satisfactoryt o IBRD and IDA,t o make adjustmentsi n project implementationa, s the review process may indicate to be neededt o achievep roject objectives. In such case, the Governments houldf urnisht his action plan to IBRD/IDAn o later than one montha fter conclusiono f the respectiver eview,a nd shall thereafterc arry out such action plan in accordancew ith its terms. A joint Mid-Term Reviewo f the performanceo f the Basic EducationR eform Projecta nd the educationr eform process which it supportsw ould be undertakenn ot later than September3 0, 1998. For such review,t he PMU would prepare, and jointly IBRD, IDA and the Government( and, possibly, CDB) wouldr eview a sumnnaryr eport containinga n assessmento f: (a) the overall implementationp erformance of the project during its first two-and-one-halfy ears in terms of its progress toward achievingt he agreed project objectives,t argets and indicators;( b) the adequacyo f availablea nd planned project financing;( c) compliancew ith IBRD and IDA procurementa nd disbursementr equirements,a nd (d) the outcome of the annual audit reports. Subsequentt o this review, a plan of action to guide the successfulc ompletiono f the project will be prepared. H. Project Supervision 7.30 Durings upervisionm issions,w hich willb e timed so as to follow closelyu pon the half yearly reports,t he Bank and Associationw ill: (a) review the achievementsi n project implementationa gainst the Monitoringa nd Evaluation indicatorsa s set out in Annex 7 Table 5 and coveredi n the half yearly report; (b) assist in resolvingp roblems that have emergeds ince the previous supervisionm ission; (c) discuss any changesi n policy or the functioningo f the sectort hat have a bearing on the project and project implementationa nd; (d) review selectedd ocumentsr etainedi n project files pertainingt o procuremento f goods and works. In particular, as the followinga ctivities are ongoing,t he supervisionm issionsw ill pay special attentiont o: (i) the adjustmento f teacher to student ratios, the changes in the ratio of salary to non salary expenditures,a nd the applicationo f resourcest o school maintenancea nd supplies; (ii) the preparationa nd processingo f the long range sector plan; (iii) the strengtheningo f managementa nd planningi n MOE, includingp roject managementc apacity; (iv) the program of studies,a nd (v) the quality of expert servicesp rovided. 7.31 As this project will be a first effort of the kind in the sector in the country and the investmenti s front loaded,t he visits of supervisionm issionsw ill be more frequent in the early stages: every four months 42 in the first year of implementatione, very six monthst hereafter, each visit involvinga total of about 3 staff days. Other ad hoc missionso r a longer stay in the fieldm ay be necessary for the resolutiono f specific problemst hat may arise. I. Environmental Impact 7.32 The proposedp roject doesn ot represente nvironmentalr isks. It is expectedt o be assigneda "C" environmentalc lassification. 43 8. EXPECTED BENEFITS AND RISKS A. Benefits 8.33 Proiect Benefits The principalb enefitt o be derived from the proposedp roject is its contribution to buildingi nstitutionalc apacity, particularlya t the MOE headquarters,t o managet he systemse fficiently, to plan and developt he sector in a cost effectivem anner, and in cooperationw ith a reinforcedc entral planningd ivisiont o monitor performanceo f the school system and diagnosea nd address problemsr elating to educationalq uality. As such, the project would lay the groundworkf or effectivea bsorptiono f future investments. The project would similarlys trengthenm anagementa t the school level. The project would promote increasedc ollaborationb etweenk ey public and private sector entities involvedi n the education sector at the national and regionall evel; and would be consistentw ith the OECS Education Reform Strategy, hence facilitatingc ooperationw ith other OECS countriese mbarkingo n this process, in particular in such areas as achievemente sting, integratede ducationd ata systems,a nd expansiona nd upgradingo f educationalm aterials productioni n which there is commoni nterest. Such cooperationi s importantb ecause of the small size of the pool of talent availablew ithin each country. Major improvementsa re expectedi n the quality of educationp rovidedt hroughoutt he compulsoryc ycle and, hence, in studenta chievementa nd employmentp otential, from the range of investmentsd irecteda t expandinga nd improvingt he educational system--trainedt eachers, modernizeda nd streamlinedc urricula, more and appropriate educational materials,p rofessionala nd more frequente ducationalt esting and measurement,a nd better maintained school plant. Improvedq uality of primary educationi s expectedt o help ensuret hat many more students will be prepared to benefitf ully from secondarye ducation,a s access to it increases. The project would also significantlyi ncreasee ducationalo pportunities,p articularlyf or youth from the more remotea reas. Some 1500-2000c hildrena re expectedt o benefit from project support for the provision of textbookst o disadvantagess chool. An additional6 65 childreno r about 7% of the secondarys chool age cohort will have access to secondarye ducationa s a result of project-financedc ivil works B. Risks 8.34 The principalr isks associatedw ith this project relatet o: (i) the inadequatei nstitutionalc apacity to carry out the educationr eform process, includingp ossiblef ailure to augmentt he MOE with requisitea dditionalq ualifieds taff; (ii) unavailabilityo f sufficientG overnment financingi n the difficultf iscal situation to sustain reforms and in view of the vulnerabilityo f the country to economics hocks and natural disasters; (iii) failure to adjust, and/ort o closelym onitor compliancew ith adjusted,t eacher to studentr atios in primary and secondarys chools;( iv) reluctancet o adopt regional, collaborativea pproaches,g ivent heir inherentd elays, even when these may representt he most efficienta nd effectivel ong-terma pproaches,a nd (v) PMU problems in meetingt he administratived emandsp resented by heavy front loadingo f implementationo ver the first two years, given limitede xperiencew ith implementingB ank-financedp rojects. To minimizep otentiali nstitutionalf ailures, strong emphasis is placed on sector planninga nd institutionals trengthening,i ncludinge xtensives taff upgradingv ia both 44 overseas and local training, and Governmenta ssurancest hat the MOE personnelc omplementw ill be expandedt o ensure that expertisee xistst o fulfill its broad educations ector developmentm andate. 8.35 Given vulnerabilitieso f this small economyt o externalf actors and shocks, Governmentp roject financingh as been kept withine asily met ranges at present and projected GDP, and has been concentrated on investments,t hat heavily involvel ocal costs i.e., equipmentm aintenancea nd the local cost portion of civil works. Incrementalr ecurrent costs generatedb y project components,w hich often hamper achievemenot f educations ector reforns, will be largely offsetb y resourcest o be releasedf rom adjusting teacher to student ratios over the project implementationp eriod. Presentationo f a schedulef or this adjustmentp rogram will be includedi n the EducationP olicy Letter. Minimizationo f financialr isks is achievedt hrough the choiceo f loan product by the Government:f ixed rate US dollar SCL (para. 6.7). Moreover,t he projectp laces emphasiso n the early preparationo f a long term sector developmentp lan which would serve as a vehiclef or achievingn ationalc onsensuso n the principal directionso f sector developmenti nto the next decade. Finally,t he monitorings ystem and annual evaluationsw ill permit to adopt timely adjustmentsi n project implementationn eededt o achievep roject objectives. 8.36 To activelyp romote inter-countryc ollaboration,h igh priority will continuet o be assignedt o poolingt echnical resources,e ncouragingu se of Caribbeane xpertise,s haring of experiences,a nd developingr egionali nterventions,w here appropriatea nd feasible. Experienceg ainedi n preparing and launchingt he St. Lucia educationw ill continuet o be drawn upon. Severalm easures are being taken to facilitate smooth,t imelyp roject implementationa, mid front loadingo f investments,i ncluding:( a) advancings tart-up of crucial activities,e .g., architectural designs and equipmenta nd furniture specification lists, to be carried out before Effectiveness;( b) training of PMU staff in key managementa reas prior to project commencementt,o be facilitatedb y retroactivef inancing;a nd (c) provisiono f 8 months of Project Managemente xpert servicest o support the PMU over the initial months of project execution. 45 9. AGREEMENTS REACHED AND RECOMMENDATION A. AgreementsR eached 9.1 Formal agreementw as reacheda t negotiations as follows: (e) as a condition of Loan/Credit Effectiveness, the Govermmenwt ill have: (i) transmittedt o the Bank and IDA the Education Strategy Letter satisfactoryt o the Bank and Association( para. 5.3); (ii) establishedt he EPU and PMU and staffed them with professionalsw ith qualificationss atisfactoryt o the Associationa nd the Bank; (iii) adoptedt he PIM satisfactoryt o the Bank and Association( paras 7.2 - 7.3); (iv) openeda ProjectA ccounta nd depositedt herein an amounte quivalentt o not less than US$250,000( para 7.24). (f) the Government would carry out the Project in accordance with the PIM; (g) the Government would maintain a quarterly balance in the Project Account equivalent to its funding requirements for the next three months; (h) a report on the progress achieved in carrying out the project would be prepared by the Government at the end of March and September of each year during project implementation, beginning in 1996; (i) the Government would review the March report with the Bank and Association during May of each year of project implementation and thereafter take such measures as required to ensure efficient completion of the project and achievement of project objectives; (j) the Government would establish and maintain the ETX and CDU with functions, responsibilities and staffing satisfactory to the Bank and Association; (k) the Government would comply with the teacher to student ratios set forth in the Education Strategy letter, and 46 (1) a Project Advisory Committeec omprisinga representativeo f each of the ministriesr esponsiblef or publicw orks and financea s well as for education to advise the PMU duringp roject implementation. B. Recommendation 9.2 Witht he abovea greementasn da ssurancest,h e Projectw ouldc onstitutea suitableb asis for a Loano f US$3 .8 millione quivalenat nda Credito f SDR2 .6 millionto Grenada. 47 ANNEXES AND APPENDICES 48 Basic Data Sheet Annex 1 GRENADA BASIC EDUCATIONR EFORM PROJECT Basic Data Sheet A. General Country Data Year SQurc 1. Population Estimate (thousand) 91 1993 c 2. Population Projection (thousand) n.a 3. GNP per Capita (US$) 2,321 1994 b 4. GNP per Capita -- Real Growth Rate (S) 2.5 1994 b 5. Urban Population( as % of Total) n.a B. Social Indicators 1. Crude birth rate (per 1,000) n.a 2. Crude death rate (per 1,000) n.a 3. Average Annual Rate of Population Growth (%) -0.1 1989-93 c 4. Total Fertility Rate (births per woman) 2.4 1992 c 5. Infant Mortality Rate (per 1,000 live births) 29 1992 c 6. Life Expectancy at Birth (years) 71 1992 c 7. Female Labor Force (% of total) n.a C. Education Data 1. Net EnrollmentR ates (% of age group enrolled) Primary 95 1993 d Secondary 63 1993 d Higher n.a 2. Efficiency Data Student/TeacherR atio (public schools) Primary 27:1 1993 d Secondary 19:1 1993 d Dropout Rates (% per year) Primary 1.2 1993 d Secondary 1.6 1993 d RepetitionR ates Primary 1 1992 d Secondary 13 1993 d Illiteracy Rates Female n.a Total n.a 3. ExpenditureD ata Total Public Education Spending as a % of GNP 5.1 1993 e Total Public Recurrent Education Spending as a % of Central Govt budget 16.6 1995 e Shares of Public Recurrent Education Expenditures Primary 49 1995 e Secondary 24 1995 e Higher 14 1995 e Other 13 1995 e b: OECS Country Assistance Strategy Paper 1995 c: The World bank Atlas 1995 d: 1992-93/Ministryo f Education and Information Basic Educational Statistics e: Govemment's Estimates of Revenue and Expenditure 1995 49 Enrollment Ratios: Annex 2 Table I GRENADA: PROPOSRD BASIC FDU-CAON PROJECT Enolgtn Umd nrolm atio Estimated Numberse nrolledi n School EnrollmentR atio Popuabion Age Group in Age Group 1992 Primary Secondary Terniary Total Net (%) Gros (%) 5-11 16,241 17,673 203 - 17,876 109( primary); 110 (overall) 12-15 7,588 4,602 4,235 - 8,837 5-15 23,829 22,275 4,438 - 26,713 93 (primary); 112 (overall) 12-16 9.220 4,888 5,375 - 10,263 58 (secondary); 111 (overall) 5-16 25,461 22,561 5,578 - 28,148 111 (overall) 17+ 9 1,646 770 2,425 TOTAL 22,570 7,224 770 30,564 Primary 138 (5-11 age group); 95 (5-15 age group) Secondary 58 (12-16a ge group) 78 (12-16 age group) SourceM: OE No: The figures on the population in the age group have been projected on the basis of the data supplied by the Central Statistical Office; the data on enrollments come from the MOE statistical unit. For the yeqr 1992-93, it is unclear why the enrollment figures exceed population figures in the relevant age groups. The global figures given in para 2.1 refer to 1993-94. On enrollment, the Law requires the attendance of all childrenb etween the ages of five and sixteen. The primary school is not supposed to (but does) contain persons outside that age bracket. The picture in primary schools is also confused because the schoolsa re not supposed to report these extra persons in the statistics but they sometimes do. Moreover, the distinction between the pre-school that operates in the premises of several primary schools and the primary school itself is not always clear. 50 Growth of Secondary School System: Annex 2 Table 2 GRENADA: RASICE DUCATION REFORM PROJECT Growth of SecondaryS choolS ystem Year Data on SecondaryS choolsa nd Junior SecondaryS chools( 1SS) Number New Convertedf rom ISS Total Secondaay Intakef rom CEE Intake as % of to 5-year Enrollment candidates 1970/1 14 HillsborougJhS S 3230 1971/2 15 WalthamI SS 4470 1972/3 16 BocaJ SS 4773 1973/4 16 4872 1974/5 16 4775 1975/6 16 5067 1976/7 17 GrenvilleI SS 5053 260 8.1 1977/8 17 5642 277 8.9 1978/9 18 Happy Hill JSS 6050 302 10.3 1979/80 18 Happy Hill 5712 360 12.9 1980/1 18 5961 1032 32.5 1981/2 18 6287 1156 38.5 1982/3 18 Grenvile 5-Yr JSS absorbedb y 5- 6335 1137 36.8 Yr 1983/4 18 Boca 6686 1183 36.6 1984/5 18 Waltham (becomes 6508 1206 37.8 St. Mark's) 1985/6 18 Hillsborough 6421 1156 39.4 1986/7 18 6437 1240 42.1 1987/8 18 6457 1251 53.2 1988/9 18 6395 1258 46.3 1989/90 18 6599 1258 45.4 1990/1 18 6843 1333 46 1991/2 18 7078 1278 43 1992/3 18 7310 1272 43.7 1993/4 18 n.a. 1305 43.1 1994/5 18 7205 1322 41.6 Source:M OE 51 Chart 1 Annex 2 Grenada BasicE ducation Reform Project Structureo f the SchoolS ystem CXCIGCE \abar M CotnuMLaabrkoert =t= ~~~~~~~~~~~~9~ ~~I~ns~iitu~ti~ns y CEE ~~~~PSnreimnryi or Certificatc l Cyce o y yeTAMCC or Voc. TAMCC Tech/ GCE H L j ~~~Ce~rk~te~. ~Trg Acdmi A 4 Skills Training Ctr. 4~TAMCC TeacherPie-School Edu~cati~on ~~~~~~~~~~~~~~~~~~~~~~~~~~Sho UWSchIo o Of Labor Market Continuing Studics PrinmryCycle Secdmy Cycle Tertiuy Cycle Age: 5-11 Agc: 12-16 Age: 17+ 52 Chart 2 Annex 2 Qumkaf FdsIIg Oipuium of Mstry of Edh,cakm - Pnmuwi Secrtay cmO Pith Ibiby SenkwA &sistaSnot eitay GauadaN aknal comuision for UNESMI E g at M e 1, fEnL"ia SEO AissmiaS eactiuy Lsaf of 3 Rbihcayn dM mZi~ Ady*iWionid Testi%a nd ~~~~~~~O~f~li~ke~r~~~~~~~Evzeivuie Staffo f4 Exm*n&mO ffcmSafo c Of_f~i~c~e~r~~~~~~~~~~~~~~~~~~~~LLi ard Pl _, Abii 1oiq st r Offcr - , &L Staff Sm orA ecinvecer Staffo f 13 Stfhofi StaffOf9 _rw AvoidlavOef fice A Eis woc lietf LPfioxijua rn Teadmns .s L(le*iki O fficldurn Stafoff 5 CxrkiAtumD vdopmmtO ffice Stafoff 4 La"= ad QRNEUYJhW Staffo f 2 53 Annex 3 Chart 1 Grenada - Proposed Organigramme for the Ministry of Education MINISTER [ emnentS ecretary| Grenada National | CEO Financiai Analyst SAS Commission for UNESCO lntemal auditor Staff of 3-2 PEO PEO PEo Administrative Unit LP lanninga nd Dev. | | Schools | L TechnicTl Services ( L Staff of 9 ProjecteManagementnUng SEO SEO ta nSE2 O SAS Staff of 12 ||Secondary Schools || Pfimary Schools Cucuu Dev Utafo( CD Executive OMfcer - Project Manager | CurricukirnSpecialists Persotnfnel Unit - Procurement Officer TyOp ist Safo - Accounting Officer Staffof ISEr - Maintenance Off icer STcybis _ E Oc.MOee trS -SPEldrnuivpepro rtiOnilebsn-g2U |-ahnOetrI4 Staff E.Tstaff j-Toyf p7ixsmt~ ~~~~~~yps SrE.| xecutivoe f 8Officer ClrkSaitclofcr- Typist Secreitar - EdTorst2ingOfcr(2cl. SEO) |NainlDu vdnc Educationai Planning Uni ~~T~es~to~in~g A-s sistants( 2) FominanScretaa Staff of 5 ~~E~xa~c-m s Opertor I Stf o SecretCry A -- ~Ty~pi~st~ ~(~ith~l ~S~E~O~I~M~U()soaEdLiStra fo -Statistical Officers -2 ClerStaff of 9 Clerks -~~~~~~~~~~~~~~~~~~~~~~~ TypitvTpis -TesthinegOffIersator.EO N=inlrAodn -(ExamsdUrit EMU 54 Annex 3 Table 1 GRENADA: BASIC EDUCATION REFORM PROJECT Distribution of Recurrent Expenditures (1995 Estimates) Teaching Non Travel Supplies Maintenance Grants& Total %o f Total Staff (Nos.) Teaching Office & Other Staff General Pre Primary 1,488,557 48,616 - - - 1,537,173 4.6 (159) Primary 13,366,158 2 418,952 - 449,450 356,018 Y 586,216 15,176,794 45.9 (838) (50) Special 309,888 - - (includedi n - - 309,888 0.9 Education (18) above) Secondary 6,712,032 X 556,349 (includedi n - 442,944 7,711,325 23.3 (62) above) Skills 237,792 (includedi n 237,792 0.7 Training (13) above) Tertiary 4,475,889 i 13.6 Admin.& 1,840,522 1,597,427 105,000 i 3,542,949 10.6 Central Non 140,000 f Categorized Sub Total 22,144,427 2,864,439 1,597,427 449,450 356,018 1,134,160 33,131,810 100.0 Library 471,58S Information 194,300 TOTAL 33,797,698 Source:G overnment'sE stimateso f Revenuesa nd Expenditures,1 995. I/ Includesa pproximately6 .7%o f total for relief teachers 2'Includes SI0 0,000f or part timew orkerso n maintenance Includesa pproximately5 .4%o f total fbr relief teachers IncludesT AMCCG, rant to UWI and UWI ExtraM ural,I sland Scholarships Honorariaf or examinationi nvigilators 6/No purposei ndicatedi n the Estimatesf or this sum. 55 Annex 3 Table 2 GRENADA: BASIC EDUCATION REFORM PROJECT CapitalE xpenditureE stimates for Education( in EC$) Sub-Sector 1992 (a)* 1993 (b)* 1994( a) 1995 (b) Pre-School 28,590 17,500 259,645 300,000 Primary 1,250,000 2,351,410 1,559,447 5,131,953 Secondary --- --- 262,467 347,000 Technical/ 370,540 38,800 131,000 18,000 Vocational Tertiary (TAMCC) --- 2,408,510 --- --- Administration --- 36,000 Sector Total 1,659,130 5,009,720 2,934,942 6,309,627 Total NationalC apital Budget 25,129,790 69,947,518 --- 95,269,344 Sector Total as % of NationalT otal 6.6 7.2 --- 6.6 *(a)A ctualP rovisional(;b ) Estimates 56 Proposed Sector Budget Adjustment Annex 3, Appendix GRENADA: PROPOSED BASIC EDUCATION PROJECT WORKINGP APER--REALLOCATIOONF SECTORB UDGETARYP ROVISIONS 1. In the educations ector in Grenada,t here are two overridinge fficiencyi ssues-one concerningt he efficiencyo f managementa nd the othert he efficiencyo f the schools: (a) the absenceo f sufficients pecializedm anagements taff to lead and guide the schoolsa nd (b) the lows hareo f schoolb udgetss pent on non-salaryi tems. The managementd eficiencyi s maskedb y persistent,h ard work of a few, but a broadera nd betters taffed effort is needed to sustainr eforma nd, ironically,t o keep costs within reasonableb ounds. Low non-salary expenditures eriouslya ffectst eacherm oralea nd studentp erformance. 2. The Governmentsf inanciale fforto n behalf of educationf alls withint he lowere nd of a reasonable range( 1 5%--25%)o f the nationalr ecurrentb udget;t he sector share is budgetedt o be 16.6%i n 1995a nd will probablyr ise slightlyo ver the mediumt erm. In the current fiscal situationt,h e immediates olutiont o financiald eficienciesi n educations eemst o lie in an intra-sectoralr eallocationo f the sectorb udgetr ather than in an increasei n the sectors hareo f the nationalb udget. 3. This WorkingP aper examinesh ow resourcesm ight be found withint he existingb udget,t o strengthens ector managementa nd more effectivelyf urnish the schoolsw ith the furniture,e quipment, materialsa nd suppliesa s well as the maintenances ervicest hat are essentialt o good teaching. 4. Adjustmento f TeacherstudentR atios.T here is a widespreadt endencyt o equateh ight eachert o studentr atios with high qualityi n education,a lthoughr esearchh as shownt hat teachers: tudentr atios, except at the extremes,b ear littler elationshipto studentp erformance. Examples,i n Grenadaa nd elsewhere,s how that the "best"p ublic schoolsd o not generallyh ave the highest ratios; but they are the bestm anaged. 5. The current teachert o studentr atios in Grenadaa re far more generoust han those in otherc ountries in similar,w orse or bettere conomicc ircumstances'a nd the Grenadar atios are likelyt o increasei f left 'Dat froma sampleo f counsies accordingto the UNESCOS tatisdcalY earbook1 993: Country Per Capita GNP (USS) 1992 (World Primary Students Per Teacher Secondary Sbtdents Per Teacher Bank Data] Year No. Year No. Cameroon 820 1990 51 1989 32 Gabon 4450 1991 44 1991 32 Zimbabwe 520 1992 38 1990 27 Jamaica 1340 1990 37 1985 31 Trinidad & Tobago 3940 1990 26 1990 20 Koma 6790 1992 33 1992 24 Philippines 770 1991 33 1991 32 Grenada(MOE data) 2321 1994 27 1994 19 57 Proposed Sector Budget Adjustment Annex3 , Appendix alone. Furthermoret,h ere appeart o be no firn standards--ratioas re not now uniformw ithint he school system. The currenta ctual averager atiosn ation-widea re 1:26.8a t primary levela nd 1:19.3a t secondary. However,t he breakdownb y schooli n 1994s howst hat the range in the primarys choolsw as between 1:8 and 1:34a nd, in the secondarys chools,b etween 1:12.3a nd 1:24.42 6. It thereforea ppearsn ecessaryf or the Ministryt o establishr ealistic standardsa nd then apply them judiciousiv. These standardss houldb e flexible,t aking into accountt he special circumstanceos f small schoolsw hich,e ven with multi-gradet eaching,c lusteringa nd so on, will need higherr atiost han large schools. A nationala verager atio of 1:30a t primaryl evel and 1:25a t secondary( 1:20 if 6th formsa re involved)i s not unreasonablea s a mediumt erm goal, with a longert erm (say 10 year) objectiveo f 1:35a nd 1:25r espectively.A ratio of 1:30o verallw ill still enablet he small schoolst o be taken care of.3 7. Decisionso n staff:studentr atiosa nd the organizationo f schools and curriculaa re onlyp art of a complexo f decisionso n deliveringe ducationals ervices,a ll of whichh ave importantf inanciali mplications when applieds ystem-wide.T his complexn eedst o be carefullyt hought out and based on policiesa nd standardsa rrived at carefullya nd in full awarenesso f the financial-cum-educationiaml plications.T he system-widef inanciali mpacto f even smallc hangesi n ratios is considerable. Schoolss houldt hereforeb e (a) guidedo n their staffingn eedsi n viewo f the limitedr esourcesa vailable,( b) helped to use staff efficientlya nd (c) advisedo n economica ltemativesi n organizingc urriculaa nd time-tables. For this crucial leadershipr ole, the Ministryn eedsm oret rained,s eniors taff. 2Thesea re very wide ranges and there is no clear explanationf or them. Among the 59 primary schoolsi n March 1994,w hile the average was 1:26.8,o n the high side there were schoolsw ith 1:8, 1:14,a nd 1:17a nd, on the low side, nine schoolsw ith 1:30o r less (i.e. I to 31 and 32); at the secondaryl evel, there were schoolsw ith 12.3, 12.4, 12.7 and 14.5 studentsp er teacher on the one hand and others with 22.5, 23.0, 23.4, 23.8, and 24.4 students per tacher. Thus, the data at both levels showed ratios about twice as high in the most generously staffeds choola s in the leastg enerouslys taffed. 3E.g., for an averagen ation-wider atio of 1:31,a ctualr atios by primarys chool mightb e as follows: Enrollment StandardR atio Impact as appliedt o existings ystem: Schools Enrollment Req'd teachers >90 1:20 2 III 6 90-120 1:22 2 198 9 121-179 1:24 5 693 29 180-256 1:27 7 1510 56 257-344 1:30 9 2752 92 345-495 1:32 24 7194 224 496+ 1:33 10 10554 319 Total 1:31.3 59 23012 735 For furtherr eductions,t he largers choolsc an move down to 1:35. 58 Proposed Sector Budget Adjustment Annex 3, Appendix 8. The 1995b udgetf or salariesc onstitutes9 5.6% of the total Primarys ub-sectora llocatio4n and 95% of the GovernmentS econdaryS choolb udget. Thus,t he availabilityo f funds for other urgentn eedso f the schools--suppliesm, aterials,r epairs of physicalp lant,t esting,s upervision,t raininge tc.--top rovidet he environmenti n whichp rincipals,t eachersa nd studentsc an performa t an optimall evel is seriously circumscribed.S hiftingf unds froms alariest o these other schoolp urposesw ouldb ring a balanceda nd morep roductivem ix of resourcest o bear on teaching. 9. No drasticm easuresw ould be needed in ordert o achievet hat adjustment. A phasedr eductioni n ratios wouldo bviatet he need to retrencht eachers,b ut it would reduces harplyt he recruitrnento f new ones over the next few years,u nless a major migrationo f teachersi nto new openingsi n the privates ectoro ccurs to lifta ttritionr ates above the normalt hree percent. This slowdowni n recruitmentw ill providea n opportunityfo r consolidation--toim provet he averageq ualificationso f servingt eachersa nd to buildh igher standardso f performance. It is importanto begint his slowdowni n recruitmenti mmediatelyb ecauset he primarye nrollmenti s in the process of slow declinew hichw ill continuef or the next few years. 10. TABLE I sets out the implicationso f such phasing. TABLE 1. ADJUSTMENTO F TEACHERSTUDENTR ATIOS Part 1.T he Demandf or Teachers Year Primary Enrollment Studentsp er Teachers Needed Normal 3% Transfers (to New Teacher & in place Attrition secondary & admin.) recruits 1993-4 23027 (actual) 26.8 861 25 - 1 1995-6 22600 (projected) 27.0 837 25 6 4 1996 22200 27.4 810 24 6 7 1997 21800 27.7 787 24 6 2 1998 21400 28.2 759 24 6 2 1999 21000 28.7 731 22 4 5 2000 20600 29.0 710 22 1 - Secondary Transfers Enrollment to Admin. 1994-5 7205 (actual) 19.3 373 11 - 9 1995-6 7300 (projected) 19.7 371 11 8 11 1996 7400 20.4 363 11 6 16 1997 7750 21.4 362 11 2 12 1998 7900 21.9 361 11 1 5 1999 7990 22.6 354 11 1 3 2000 8100 23.5 345 11 I - 'There is an additional 1.66% for school feeding and 2.7% for supplies; it is to be determined what is covered under 'supplies' and to which schools (secondary? special? practical centres? preprimary? primary?) this applies. 59 Proposed Sector Budget Adjustment Annex 3, Appendix Table I Part 2. Annual Savings at constant 1995 EC dollars TotalS alaries No. of Averagep er Staffa nd salariesa t Staffa nd salariesa t Net Saving 1995E stimate5s Teachers teacher currentr atiosi n 2000 adjustedr atiosi n in 2000 Estimates6 No. Salaries No. Salaries Prim=ar 12,471,414 838 14,882 769 11,444,258 710 10,556,220 878,038 Secondary 6,337,488 368 17,221 420 7,232,820 345 5,951,245 1.291,575 TOTAL 18,808,902 1206 15,598 1189 18,677,078 1061 16,610,791 2,169,613 Table I Part 3. Growth of Annual Savings Over the Period 1995-2001 Year SalaryC ostsb y Cuffent SalaryC ostsb y Revised Net Saving Standards Standards Primary Secondary Primary Secondary 1996 12,322,296 6,595,643 12,054,420 6,251,223 612,296 1997 12,099,066 6,905,621 11,712,134 6,234,002 1,058,551 1998 11,890,718 7,043,389 11,295,438 6,216,781 1,421,888 1999 11,652,606 7,129,494 10,878,742 6,096,234 1,807,124 2000 11,444,258 7,232,820 10,566,220 5,941,245 2,169,613 11. As Table I indicates, such an adjustment can yield, by 2000-0 1, some EC$2.17m. in "savings" that could be used to: (a) strengthen sector management; and (b) improve direct support to the schools in terms of furniture, equipment, materials and supplies and maintenance of physical plant. The essential corollary of such saving would be guarantees of equivalent transfers into the school system in these productive elements of the system. Without such parallel measures, educational standards will decline even further and the frustration levels among the teachers will rise. Strengthening Sector Management. 12. Although Grenada is a small country, it does need a range of services to conduct a viable education system; with careful use of staff, it can afford that range. The additional staff required at Head Office to strengthen and improve operations and of estimate of cost are listed in the TABLE. 5Thesee stimatesw ere calculatedo n the basis of the April 1995 salaries.N o adjustmenti s made to bringt he figures in tune with the May 1995r egradingo f pay scales. The effecto f retainingt he pre-regradings alariesi s, however,n egligiblei n terms of the calculationo f impact. Oncet he overall financialc hange generatedb y the regradingh as been determined,i t shouldb e a simple mattero f makingt he requiredp ercentagec hangei n the figures. 6 Althoughtt he numbero f teachersi n the Estimatesd iffers fromM OE's official data, the averaget eachers alary is a good approximnatioonf what actually a teacher is paid on an annualb asis. 60 Proposed Sector BudgetA djustment Annex 3, Appendix TABLE 2. NEW UNITS, STAFF AND COSTS (In EC$OOOS) OFFICE/POST Saiary Travel FY96 FY97 FY98 FY99 FY2000 ECS000s Off. + Gen. CEO* PEO (3) (Schools; Tech.Services; 28 12.5 40 80 121.5 121.5 121.5 Planning & Development) SEO Primary (one exists) 26.5 12.5 20 39 39 39 39 SEO Secondary (one additional) SEO Planning (EPU)* 26.5 12.5 Statistician (EPU)* 26.5 12.5 Statistical Assistant 22.5 8.5 25 31 31 31 31 Planning Assistant* Project Manager (PMU) 28 14.5 40.0 42.5 42.5 42.5 42.5 Procurement Off. (PMU) 26 12.5 38 38.5 38.5 38.5 38.5 Project Accountant (PMU) 26 12.5 38 38.5 38.5 38.5 38.5 Coordinator School Maintenance* Maintenance Officers (2) 18 12.5 15 61 61 61 61 SEO Testing (ETX) 26.5 12.5 15 30 39 39 39 Testing Officer (ETX)* 25 12.5 - - - - - Testing Assistants (2) (ETX) 22.5 8 - 22 55 61 61 Examinations Officer* Asst. Examinations Officer* MachineOperator(ETXandEMU) 10 16 - 13 26 26 26 SEO Educ.Materials (EMU) 26.5 12.5 - 20 39 39 39 OtherE ditor (EMU) 26.5 12.5 - 15 38.5 38.5 38.5 Editorial Assistants (EMU) (2) 22.5 12.5 - 10 60 60 70 GraphiAc rtist( EMU) I18 8 - 10 26 26 26 Financial Analyst (Admin.) 26 9.0 - 20 35 35 35 Senior Clerks (Admin.) (2) 19 5 12 48 48 48 48 SEO Curriculum (CDU)* Curriculum Officers (CDU) 25 12.5 - 40 75 75 75 (2 additional) Typists (5) (various units) 15 5 40 60 80 /00 /00 Clerks (3 ) (Various units) 1] 4 14 30 45 45 45 Chauffeurs (2) 10 8 20 36 36 36 36 TOTAL 317 694.5 974.5 1000.5 1010.5 *Position exists 13. The preliminary estimate7 of recurrent cost is EC$ 1.01m illion (US$374,300). This would provide about 35 more positions, the exact number depending on identifying overlaps with existing staffing and rationalizing posts. At least 19 of the technical positions can be filled by persons drawn from the teaching service, either to fill a new post or to replace a person promoted to a new post, thus opening up a careert o them. This expenditure will help eliminate waste and promote efficiency through (i) improved supervision and control and (ii) readier design of appropriate policies to deal with emerging situations. It will simultaneously build the infrastructure for sustained sector reform and development. The work of these units would be supported by improved and modernized equipping of offices and personnel training. These measures should raise the productivity of the management as well as the level of efficiency in the schools. 7Tob e finalizedi n the lighto f existing staff numbers in eachc ategory. 61 Proposed Sector BudgetA djustment Annex3 , Appendix ImprovingD irect Supportt o the Schools. 14. TABLE3 sets out the increaseda mountsr equired in the recurrentb udgetsf or non-salaryp urposes at primarya nd secondaryl evels( para.6 ) and a possiblep hasingi n of these changes TABLE3 ADDITIONALR EQUIREMENTSF OR DIRECTS CHOOLS UPPORT: SUPPLIES& MATERIALSA ND OPERATIONS& MAINTENANCE Year Supplies& Materials Operations& Maintenance Total Primary Secondary Prinmary Secondary AmountE CSOOO AmountE CSOOO AmountE CS000s AmountE CSOOOs 1996* -0- -0- -0- -0- -0- 1997* -O- 4 4 4 4. 1998* 50 -0- 40 4 40 1999 150 70 150 50 420 2000 370 180 150 200 900 2001 460 240 200 300 1200 * In thesey ears, investmenitn suppliesa ndm aintenancew ill be coming fromt he projecta nd the Ministry'sr egularb udget. (seeT able4 ) 15. The current per studenta llocationsw ould be raised. This wouldb e done graduallyi n ordert o permitm anagementc apacitya nd institutionapl rocedurest o be built up in procuringa nd managingt he goods and servicest o be provided.T he project would assist in this capacityb uildingb y absorbingo f the existingS toresa nd Suppliesa nd the MaintenanceU nits into the PMUw heret hey would be betters upported professionallya, nd bettere quippedt o undertakes ector-widep rocuremenot f furniture,e quipment,m aterials and suppliesa nd the maintenanceo f buildingsa nd equipment. The adjustmentb eing proposedh ere would assure them of regularr ecurrentf unding. 16. The fundingi n 1993-94w as, and by the year 2000 is projectedt o be, as follows: Table3 /B Year PrimaryL evel( inE CS) SecondaryL evel( in ECS) SuppliesM aterials OperationsM 'tenance SuppliesM aterials OperationsM/ tenance Per student Per student Pers tudent Per student 1993 13 12 15 -0- 1994 15 12 16 -0- 2000 34 21 37 25 This will permitt he schoolst o have a basic supplyo f equipment,m aterialsa nd apparatusa nd a limited numbero f books. 62 Proposed Sector Budget Adjustment Annex 3, Appendix Reallocationo f Savings. 17. The reallocationo f annuals avings( TABLE4 ) will not only meet the needsi ndicatedi n regardt o managements trengtheninga nd schools upplies;i t will leave modests umnfso r in-servicet raininga nd upgradingo f teachersa nd other activitiest endingt oward improvedq ualityo f teaching( Annex6 , the Appendix). TABLE4 REALLOCATIONO F SAVINGS( in EC$000s) Year Additional Allocations Savings Amount of Available from Savings in excess adjustment of of Allocations ratios_d/ To Management To Supplies & To Operations & Total Strengthening_a/ Materials_b/ Maintenance c/ 1996 317 (381) (316) 317 612 295 1997 695 (308) (583) 695 1,59 354 1998 975 (157) 40 (597) 1,013 1,422 409 1999 1,011 220 200 (613) 1,421 1,807 386 2000 1,011 550 350 {630} 1,911 2,170 259 2001 1,011 700 500 2,201 2,472 271 _a/SeeT ABLE2 for details. b/A mountss hownh ere are additionatlo the 1994p rovisionw hich was $456,272f or Supplies& MaterialsT. he projectc apitali nvestmentsfo r schoolr ehabilitationar e showni n {}. _c/ Amountss hownh erea re additionatlo the 1994p rovisionw hich was S283,817f or Maintenance& Repair. _d/ See Table I Part3 for details. 18. The adjustmentw ill have an importanti mpact both on the MOE and nationalr ecurrentb udgets and on the overall public service establishment. Table 5 presents the projectede volutiono f the sector budget; this will need to be refined in the light of (a) some rationalizingo f existingp osts and duties and (b) the proposed long range plan that will be prepared under the project. Under this set of projections, with modest annual growth rates in some sub-sectors--skillst raining( 10%), tertiary (2%) and Pre- Primary and SpecialE ducation( 5%)--theo verall growth of the sector can be accommodatedw ithin about 16-17%o f the nationalr ecurrentb udget, assumingt hat the latter grows at about 2% per annum. The sector share would decline from 16.6%i n 1995 to 16.1% in 2000.8 5These projections accept much of the status quo in the system. This should not be taken to mean that all of this is endorsed. For example, the proposed secondary school study that will be undertaken in September-Octobero f 1995 will doubtless result in recommendationst ouchingt he budget for the sub-sector. 63 Proposed Sector Budget Adjustment Annex3 , Appendix TABLE5 PROJECTEDE VOLUTIONO F MOE RECUERRNTB UDGET 1995-2000( in EC$000s) 1995 (actual 1996 1997 1998 1999 2000 Sub-Sector % Estimates) of Total Year 2000 Pre-Primary 1,537 1,614 1,695 1,780 1,869 1,962 5.6 Primary Teacher 12.471 12.322 12.099 11,891 11,652 11,444 32.4 Salaries V Primary Other 2,706 2,841 2,983 3,192 3,320 3,511 9.9 Costs Secondary 6,377 6,251, 6,234 6,216 6,096 6,045 17.1 Teacher Salaries Secondary Other 1,374 1,443 1,501 1,651 11,816 1,906 5.4 Costs Special 310 326 342 359 377 396 1.1 Education SkillsTrg 238 262 288 317 348 382 1.1 Tertiary 4,476 4,566 4,657 4,750 4,845 4,942 14.0 Admin. & 3.683 4,001 4,3790 4,690 4,730 4,730 13.4 Central1 TOTAL" 33,132 33,626 34,189 34,846 35,053 35,318 100 (%of National) (16.6) (16.6) (16.5) (16.5) (16.3) (16.1) National 199,084 203,065 207,126 211,269 215,494 219,804 Recurrent Budget Source: 1995 figures calculated from data in Grenada - Estimates of Revenue and Expenditure for the Year 1995. Grenada Govemment Printer 1995. Excludes temporary teachers; these are placed in the category "Other". The same is true for Secondary Teacher salaries. These projections are taken from Table I Part 3. Based on Table 2 da. V Recurrent MOE Budget excluding Library and Information 19. The adjustmentw ill increaset he posts at the Head Office of MOE, subjectt o the refiningo f the structure and procedures that is expectedt o be completed under the proposed project. However, it would reduce,r ather than increase,t he numbero f public servicep osts generally. The total numbero f posts directlya ffectedb y the adjustmentw ouldb e as showni n Table 6. 64 Proposed Sector Budget Adjustment Annex 3, Appendix TABLE 6: NO. OF POSTS IN MOE - TRENDS 1995-2000 Administration Teachers in Teachers in Non Teaching Total Primary Secondary Staff in Primary Schools Schools and Secondary Schools 1995 93 " 837 371 112 1,413 1996 110 810 363 114 1,397 1997 123 787 362 115 1,386 1998 124 759 361 115 1,359 1999 124 731 354 115 1,324 2000 124 710 345 115 1,300 Change 31 (127 (26 3 (119 1995-2000 IL This total includes 11 persons skilled in construction trades who work full time in the schools maintenance Unit who should be phased out or transferred to Ministry of Works leaving MOE to contract for these services where they are needed. For the purposes of this table, however, these posts are retained. Minor increasesi n posts shouldo ccuri n the pre primary,s killst raining,t ertiarya nd speciale ducation. 20. Despitet he increase in the number of central administrationp ositions,t he overalls ector establishmentw ould decline by some 111 positionso ver the five year period. This declinew ould produceb enefits in the labor market,s ince it releases funds for improved supplieso f educational materialst o schools and maintenances ervices that will stimulatea ctivity in the constructioni ndustry,t he book trade and other distributivet rades; however,t hese additionale mploymento pportunitiesc annot be quantifieda t this stage. 21. The adjustmentp rogram would thereforep roduce the following importantb enefits: (a) it will provide for better planning and for more efficient managementa nd accountability of a sector that absorbs an appreciables hare of the national budget; (b) while maintainingt eachert o student ratios at a reasonablea nd affordablel evel, it would lead to a more productiveu se of availabler esourcest hrough improvedp rovisiono f educationalm aterials, regular maintenanceo f school facilitiesa nd enhancedt raining, supervisiona nd technicals upport of teachers in curricula,t esting and materials;i t would also rationalizet he teacher to studentsr atios across schools and eliminatei nequities; (c) the overall burdeno f the sector on the national budget would be maintaineda t its current level or slightlyr educed, and (d) it would be in line with the Government'se ffort to reduce the public personnel establishmenta nd stimulatep rivate sector developmenta nd job creation. 65 Project Preparatory Studies Annex 4 GRENADA: BASIC EDUCATION REFORM PROJECT PROJECT PREPARATORY STUDIES Area of Study Responsibility Status Teacher Training UNESCO staff member (Dr. Draft report completed. Winsome Gordon) School Location Planning Consultants( Messrs. Rene Draft report completed Corradine and Marcellus Albertin) Inventory of School buildings Architectural Firm (Watkins, On-going Phillips, Bynoe and Partners) Prototype designs for schools Firm as above On-going Sketch designs for all project Firm as above On-going; all sites identified and found construction suitable. Secondary School Organization Messrs. Layne and Ariasingam Conducted in November 1995 and Management 66 Schedule of Accommodation (MOE) Annex 5 GRENADA: BASIC EDUCATION REFORM PROJECT Table 1 SCHEDULESO F ACCOMMODATIONF OR PROPOSEDN EW CONSTRUCTION MOE HEAD OFFICE (areas in sq.ft) Nov 6, 1995 UNIT Office ProposedA rea SeniorM anagement Minister 280 Minister'sA dvisoryS taff 180 Penn. Secretary 160 ChiefE ducationO fficer( CEO) 140 PEO( P&D) 100 PEO( Schools) 100 PEO( TechnicaSl ervices) 100 4 Secretaries& WaitingA rea 350 FinanciaAl nalyst 80 NationalC ommissiofno r UNESCO-Secy-Gen 90 Exec.A sst. 60 Secretary 50 DocumentatioCn enter 400 Subtotal 1,690 AdministrauvSe taff Sr. Asst. Secretary 80 Asst.S ecretary( 3) 240 Sr. Exec.O fficer 80 Exec.O fficer( 2) 140 Supporst taff (Clerks/Typistest c.) (19) 1,100 FilingS pace 100 DrugA voidanceU nit( 90 Officer+ 50 Sec.) 140 Subtotal 1,880 Educ. PlanningU nit PlanningO fficer( SEO) 90 Statistician 90 Planning& StatisticsA ssts.( 2) 140 Typist& Filing 80 Subtotal 400 67 Schedule of Accommodation (MOE) Annex 5 UNIT Office ProposedA r ProiectM agenmw Unit PromecMt anger 90 Accouna 80 ProcuremenOt fficer 80 BuildingOs fficer 80 Prourment & AccountingA sst. (2) 120 MainenanceS upervisors(2 ) 120 Typist& WaitingA rea 0 Storeroom 600 Subtotal 1,250 Testing& Exams TestingO fficersO 2()i ncl. SEO) 180 TestingA sst. 70 MachineR oom& Operutor 200 Vault 240 Clerk/typist so ExaminationSse ction 260 Subtotal 1,000 Crriclum Developmet SEOC urriculum 90 CurriculumS upervisors(9 ) 720 Clerk/Typist so CurriculumA sst. 70 Subtotal 930 ReadingM aeTrials Editors( 2) (inclS EO) 180 Art Ed. Asst( GraphicA rtist) s0 TwoE ditorialA ssistns 140 ProductionA rea & Mahine Operator 240 Typist 50 Carrelsf or pan-timeW riters 100 Subtotal 7 ScboolS upervision SEOP rimary& SEOS econdary 180 EducO fficers& Asst.E Os (14) 1,120 EarlyC hildhooUdn it 480 Scuetay & Waiting 80 Subtotal 1,S60 Commua Ablution 440 Canteen( modestf oodp repartion hcilities;s pace 620 adaptablefo r meetingso utsidel unchh our) 68 Schedule of Accommodatdon (MOE) Annex 5 uNrr Office PmAea MceungR oom (500.2 00) 7 Guage Space( OpenC overed) 2,000 Subtoa 3,760 SUBTaTAL 13,50 Wal & Circiona 25% 3,390 TOTAL B Arm 1i6,0 69 Schedule of Accommodation for School Construction Annex 5, Appendix GRENADA: BASIC EDUCATIONR EFORM PROJECT SCHEDULES OF ACCOMMODATIONF OR SCHOOL CONSTRUCTION 1. NEW SECONDARY SCHOOL- --Westerhall (525 places) Assumptions: General secondary school, co-educational (curriculum as indicated in Tables below). Total of places--525 places (3 streams--15 classes (35 each). SPACE REQUIREMENTS( in sq.ft.) 20,900 (a) Administrative: 1,300 (Principal 120; Staff (21) 480; Stores 100; Ablution 220; Bursar/Secretary2 40; Rest area ("sick bay") 140. (b) Teachiny: 12,535 Classrooms--15 @5 25= 7,875; Home Economics 1,000; Science 1,660 (Chem/Physics 720, Biology/Agriculture 720, Prep, 220); Industrial Arts, 1000; Agriculture shed, 400; (c) Communal: 2,060 (Ablution 900; Canteen 400; Library 760) Sub-total 15,895 (d) Walls & Circulation at 25% 3,974 (e) Open Covered area 1,000 TOTAL 20,869 70 Schedule of Accommodation for School Construction Annex S, Appendix Table 1. WORKSHEET: SCHEDULE OF ACCOMMODATION PERIODS BY SUBJECT Westerhall Secondary School (35 periods/week, 45 mins. each; 525 students; 15 forms) Subjects Fonn I Form 2 Fonn 3 Form 4 Forn 5 Weekly Period Distribution Periods Req'd (a) (b) (a) (b) (a) (b) (a) (b) (a) (b) Class Lab Prac. rooms Room Eng. Lang. 5 15 5 15 5 15 5 15 5 15 75 75 Eng Lit. 2 6 2 6 2 6 5 5 5 5 28 28 Mathematics 6 18 5 15 5 15 5 15 5 15 78 78 Geography 5 5 5 5 10 10 History 5 5 5 5 10 10 Soc. Studies 5 15 5 15 5 15 5 10 5 10 65 65 Physics 5 5 5 5 10 10 Chemisuy 5 5 5 5 10 10 Biology 5 5 5 5 10 10 Int. Sci.' 5 15 5 15 5 15 5 5 5 5 55 15 30 10 Phys. Educ. 3 9 2 6 2 6 - - - 21 21 FamilyLife 1 3 1 3 1 3 9 9 Music 2 6 3 9 2 6 21 21 Home Econ. 2 6 2 6 2 6 - - - - 18 5 13 Food/Nutrit. 5 5 5 5 10 10 Cloth./Text. 5 5 5 5 10 10 Spanish 2 2 2 2 3 3 5 5 5 5 17 17 French 2 4 3 6 3 6 5 10 5 10 36 36 Ind. Arts 2 6 2 6 2 6 18 18 Tech. Draw Bldg Tech. 5 5 5 5 10 10 Total Periods 35 35 35 70 70 521 369 60 92 Spaces Required 15 2 4 Use factor at 35 periods per week. 70 % 86% below Note( a) = no. of periods;N ote( b) = no. of classesx no. of periods. Specialist TeachingS paces Periods Use Factor Science labs--Chem/Phys; Biol/Agric. 60 86% (a) Home Ec. 1; (b) Ind. Arts 1. (a) 33 (b) 28 (a) 94% (b) 80% Covered Area (Phys. Ed.) 18 51% Agricultural Plot & Shed 10 29% '.Includes Agriculture in Forms 1-3. 71 Schedule of Accommodation for School Construction Annex 5, Appendix Table 2. WORKSHEET FOR DETERMINING TEACHER NEEDS Total Distribution of Periods by teacher specialization Subject Periods English Maths Music Sci. Home French Ind. Soc. Phys Ec. Arts Studies Ed. Eng. Lang 75 75 Eng. Lit. 28 28 Maths 78 78 Chemistry 10 10 Physics 10 10 Biology 10 10 Int. Sci. 55 54 1 History 10 10 Geography 10 10 Soc. Studies 65 65 French 36 36 Spanish 17 17 Family Life 9 3 6 Phys. Ed. 21 21 Music 21 21 Home Ec. 18 18 Food/Nutrit 10 10 Cloth/Tex. 10 10 Ind. Arts 18 18 Bldg tech. 10 10 Total 521 103 78 24 84 44 53 29 85 21 Teachers 21 4 3 1 3 2 2 1 3 1 Required Average 26 26 24 28 24 27 29 28 21 Teacher Load 2 Includes one for library and Remedial Reading. Bearing in mind current practice and the desired goals in regard to teacher to student ratios, the school should be allowed approximately the followings taff as the intake grows: Year I--8 teachers (105 students); Year 2-- 13 teachers (210 students);Y ear 3-- 17 teachers (315 students); Year 4--21 teachers (420 students) and Year 5-21 teachers (525 students). If more students for example CXC repeaters from other schools are admitted in the early years (recognizing that the whole school has been constructed by 1997), additional staff should be employed; however, in order to avoid retrenchment, the ratio should not exceed I teacher to 25 students. 72 Schedule of Accommodation for School Construction Annex 5, Appendix 2. EXPANSION OF SECONDARYS CHOOL--St Andrev/s Anglican SPACE REQUIREMENTSO F EXTENSION3( in sq.ft.) (a) Teaching: 4,360 Typing Room, 700; Science Labs (2), 1660; Industrial Arts, 1000; Home Economics, 1000; (b) Communal: 3,000 Ablution--500; Library--720;S taff Room--720; Admin--300; Tuckshop 760 Sub-total 7,360 (c) Walls & Circulation ( 25% 1,840 (d) TOTAL 9,200 3. PRIMARY SCHOOL-- St. John's R.C. (Assumed requirement-600 places; as per school mapping study, no expansion is envisaged). Areas in sq.ft.: Principal's Office & Waiting 100 Staff (20) 400 Classrooms (20 @ 400) 8,000 Ablution Area 400 Library 480 Subtotal 19,380 Walls & Circ. (25%)2,345 TOTAL 11,725 4. PRIMARY SCHOOL-- St. Theresa's R.C. (Assumed requirement--245 places). Areas in sq.ft.: Principal's Office 80 Staff (7) 160 Classrooms (7 c 400) 2,800 Ablution Area 180 Library 340 Subtotal 3,560 Walls & Circ. (25%) 890 TOTAL 4,450 3.This is an extension by 140 places (4 classrooms). The four existing spaces being liberated by the provision of new facilitiesa re: (1) typingr oom,( 2) staff room,( 3) tuckshop,a nd (4) the administrationAlibrareya . 73 Project Cost Annex 6 Table IA Grenada BasicE duicatioPn roject Componns Project Cod Su qUMY % % Total (EC$ '000) (US$ '000) Foreign Base Loca ForcAp Total Local Forag TotdalE xcange Costs A. Stre#ghening M angemda nd Planuing Al. SeniorM anagement 522 1,671 2,193 193 619 812 76 9 A2. Planninga nd Developnient 128 882 1,010 47 327 374 87 4 A3. ProjectManagement 140 976 1,116 52 361 413 87 5 A4. Finonei Managennt 28 153 181 10 57 67 84 1 SubtotalA . Stegthening Managementa ndP laing 817 3,681 4,498 303 1,363 1,666 82 19 B. ImnrovingE iucatonl Quality BI. TeacherTraining 265 1,170 1,435 98 433 531 82 6 B2. SchoolS upervision 219 674 894 81 250 331 75 4 B3. CurriculumD evelopment 150 835 985 55 309 365 85 4 B4. EducationaMl aterials 162 1,300 1,462 60 482 542 89 6 B5. Testinga nd Measurement 156 940 1,095 58 348 406 86 5 Subol B. Imwing E&afional Quality 952 4,920 5,871 352 1,822 2,175 84 25 C. Expando an Rehabilitao of SchoolP laces Cl. PrimaryS chools 912 2,365 3,277 338 876 1,214 72 14 C2. SecondaryS chools 1,826 5,116 6,942 676 1,895 2,571 74 30 C3. Primarya nd SecondaryS choolM aintenance 701 1,794 2,495 260 664 924 72 11 Subtol C. Expasin and Rehlitatio of SchoolP laces 3,438 9,275 12,713 1,273 3,435 4,709 73 55 oal BASELINEC OSS 5,207 17,876 23,083 1,928 6,621 8,549 77 100 PhysicalC ontingencies 647 1,750 2,397 239 648 888 73 10 Price Contingencies 302 935 1,237 120 371 491 76 6 otal PROJECTC OSTS 6,155 20,562 26,717 2,288 7,640 9,928 77 116 74 Project Cost Annex 6 Table 1B Gienada Basic Education Project Expenditure Accounts Project Cost Summary % % Total (ECS '000) (USS '000) Foreign Base Local Foreign Total Local Foreign Total Exchange Costs Investment Costs Civil Works Construction of office Space 895 2,087 2,982 331 773 1,104 70 13 Construction and Expansion of Schools 2,474 5,772 8,246 916 2,138 3,054 70 36 Renov./Repair of Schools 661 1,542 2,203 245 571 816 70 10 Subtotal Civil Works 4,029 9,402 13,431 1.492 3,482 4.974 70 58 Goods Equipment and Furniture Computers, Printers and Software 26 500 526 10 185 195 95 2 Other Equipment 48 904 951 18 335 352 95 4 Vehicles 11 218 230 4 81 85 95 1 Furniture 186 414 601 69 153 222 69 3 Subtotal Equipment and Furniture 272 2,036 2,307 101 754 855 88 10 Books&Educat.Materials 41 777 817 15 288 303 95 4 Supplies and Miscell. 33 620 653 12 230 242 95 3 Subtotal Goods 345 3,432 3,777 128 1,271 1,399 91 16 Training 338 338 675 125 125 250 50 3 Technical Assistance Works Design/Eng./SPN 161 1,451 1,612 60 537 597 90 7 Experts - 1,128 1,128 - 418 418 100 5 Fellowships 97 1,844 1,941 36 683 719 95 8 Subtotal Technical Assistance 258 4,422 4,681 96 1,638 1,734 94 20 Studies 146 146 292 54 54 108 50 1 Total Investment Costs 5,116 17,740 22,856 1,895 6,570 8,465 78 99 Recurrent Costs Maintenance Equipment 91 136 227 34 50 84 60 1 Total Recurrent Costs 91 136 227 34 50 84 60 1 otal BASELINE COSTS 5,207 17,876 23,083 1,928 6,621 8,549 77 100 Physical Contingencies 647 1,750 2,397 239 648 888 73 10 Price Contingencies 302 935 1,237 120 371 491 76 6 otal PROJECT COSTS 6,155 20,562 26,717 2,288 7,640 9,928 77 116 75 Project Cost Annex 6 Table IC Grenada Basic EducationP roject Project Components by Year - Totals Induding Contingencies (USS '000) Totals Induding Contingencies 1996 1997 1m 1999 2000 Total A. Strengthening Management and Planning Al. SeniorM anagement 859 45 8 7 7 925 A2. Planninga nd Development 203 152 20 18 18 411 A3. ProjectM anagement 343 54 21 19 20 457 A4. FinancialM anagement 34 24 7 5 5 74 Subtotal A. Strengthening Management and Planning 1,439 274 55 49 50 1,867 B. Improving Educational Quality Bl1.T eacherT raining 137 113 149 114 79 593 B2. School Supervision 262 46 29 18 18 374 B3. Curriculum Development 206 120 52 14 14 405 B4. Educational Materials 322 148 73 27 28 597 B5. Testing and Measurement 282 69 58 19 19 447 Subtotal B. Improving Educational Quality 1,210 497 361 191 158 2,416 C. Expansion and Rehabilitation of School Places Cl. Primary Schools - 234 801 448 - 1,484 C2. SecondaryS chools 445 1,808 753 12 12 3,030 C3. Primary and SecondaryS chool Maintenance 127 243 248 254 260 1,132 Subtotal C. Expansion and Rehabilitation of School Places 572 2,286 1,802 714 272 5,645 Total PROJECT COSTS 3,220 3,057 2,218 953 480 9,928 76 Project Cost Annex 6 Table ID Gmia Basic F iu P"ea Expemllhe Armountbsy C oupmneols- Totals lIudlog Condngmcs (USS '000) C. Expandona nd ltelaaldon of Scbod A. Srasgtn Manam nat d PlnnIng C3. Prlury A2. B. Impoving Edcational Qualty and planning A3. A4. Rl. B3. B4. BS. Tedlng Cl. C2. SCOnday Al. Sesdor and Projet Fncal Te B2. Sool Caurlcumn Educalonal and Prlnry Seodary School Managbnt D,vdopmneni fanageint Mansaea t _DT aining Supervlo Deveopuncst Materials Mena.ten School Schools Maliseakne Total LaDetnni Ccua Ckvl Works Cansaucca of office Spee 677 39 121 8 - 181 90 76 97 - 1,-2 89 Canucti and Expansia ofSchools - - - - - 1,325 2,395 3,719 Renov.1tepaior f Schools - - - - 1,014 1,014 suhloalCkvilWorks 677 39 121 8 181 90 76 97 1,325 2,395 1,014 6,022 Gooda Eq dpoaenndi FVnir Compers, Priniersa nd Softwe 35 23 20 7 15 - 19 44 47 - - - 209 Okr Equipomcn 4 4 11 2 60 14 3 12 44 5 227 385 Vehicles - - 64 - - - - 28 - - - 92 Fwumitme 9 25 10 I - 15 13 15 12 16 128 - 244 ubdo4l EquIpmn anDdF urniue 48 51 105 10 74 29 34 70 132 21 355 - 930 hooks&Educat.Materials 5 6 5 - 19 7 99 186 6 - - - 331 Suppliesa d MiCell. 26 25 37 13 30 24 Is 68 34 - - - 273 SubtotalGoods 78 81 147 23 123 60 149 324 171 21 355 - 1,534 Trning - 27 - 2 155 39 18 24 13 278 Tecbnald Asi_anc WorkuD sign/Eng./SPN 71 4 13 1 - 19 9 8 10 138 250 106 629 Expcis 65 109 127 - - - 87 66 - - - 453 Fellowships 21 128 27 29 292 59 119 58 59 - - - 793 SubtotalT echnlcadiA 157 241 166 30 292 78 128 153 135 138 250 106 1,876 Studies I1 17 11 9 17 11 11 11 11 - - II 121 Toalnvesuaul Costs 923 405 445 72 587 370 396 589 429 1,484 2,999 1,132 9,832 Recurret CoUs Maintnanm EquipuEni 2 5 12 2 6 4 9 8 18 - 30 - 97 Tobl Rewrenat Cost 2 5 12 2 6 4 9 8 18 - 30 - 97 ToIa1PROJECTCOSTS 925 411 457 74 593 374 405 597 447 1.484 3,030 1,132 9,928 Taxes 68 4 12 1 - 18 9 8 10 132 239 101 602 ForeignE xchangec 701 358 398 62 484 281 342 530 383 1.067 2,223 811 7,640 77 Financing Plan Annex 6 Table 2A Gada BasicE duatioPnr oject Componensb y Fmanes (US$) IBRD/IIA TheG ovenunent Total Local( Exd. Duties& Amount % Amount % Anm4olt % For. Exch. Taxes) Taxes A. Sngthenin_gn ageanmt anMd Panning Al. Senior Man t 703,360 76.0 221,705 24.0 925,065 9.3 701,343 155,987 67,735 A2. Planing and Developnrnt 359,510 87.6 51,063 12.4 410,573 4.1 357,566 49,149 3,858 A3. ProjectM anagenent 395,775 86.6 61,320 13.4 457,094 4.6 397,893 47,150 12,051 A4. Financial nageamge 62,213 84.0 11,836 16.0 74,048 0.7 62,396 10,881 772 SubtoaA.S gheuMAi ngManagementandPlanning 1,520,857 81.5 345,924 18.5 1,866,781 18.8 1,519,198 263,167 84,416 B. hmpovingF atioa Quality BI. TeacherT raining 483,625 81.5 109,492 18.5 593,118 6.0 484,113 109,05 - B2. SchoolS upervision 282,191 75.5 91,389 24.5 373,580 3.8 280,934 74,515 18,131 B3. CurriculumDevelopmte 342,313 84.5 62,938 15.5 405,251 4.1 342,435 53,851 8,965 B4. E&umtionaMl aterials 534,543 89.5 62,584 10.5 597,127 6.0 529,590 59,914 7,623 BS. Testinga nd Measurenmn& 377,439 84.4 69,778 15.6 447,217 4.5 382,536 54,949 9,731 SubtotaBl . ImprovinEg duaonal Quality 2,020,110 83.6 396,181 16.4 2,416,292 24.3 2,019,608 352,234 44,450 C. Expamiona nd Raiitto of SdhoxlP laces Cl. Primy Schools 1,069,713 72.1 413,821 27.9 1,483,535 14.9 1,067,102 283,970 132,463 C2. SeconAryS chols 2,230,655 73.6 799,099 26.4 3,029,754 30.5 2,223,356 566,941 239,457 C3. PrinaryandSecydarSchoolM ai ance 811,217 71.7 320,599 28.3 1,131,815 11.4 811,217 219,149 101,450 SubtotalC . EqmimandRdeabilitationof SchoolP lacs 4,111,585 72.8 1,533,519 27.2 5,645,104 56.9 4,101,675 1,070,060 473,370 otalD Wbursement 7,652,553 77.1 2,275,624 22.9 9,928,177 100.0 7,640,481 1,685,462 602,235 78 Financing Plan Annex 6 Table 2B Grenada Basic Education Project Expenditure Accounts by Finanders (US$) lBRD/IDA The Government Total Local (Exd. Duties & Amount Amount Amkount % For. Excb. Taxes) Taxes Investment Casts Civl Works Construction of office Space 902,056 70.0 386,596 30.0 1,288,652 13.0 902,056 257,730 128,865 Construction and Expansion of Schools 2.603,438 70.0 1,115,759 30.0 3,719,197 37.5 2.603,438 743,839 371,920 Renov./Repair of Schools 710,149 70.0 304,349 30.0 1,014.498 10.2 710,149 202,900 101,450 Subtotal Civil Works 4,215,643 70.0 1,806,704 30.0 6,022,347 60.7 4,215,643 1,204,469 602,235 Goods Equipment and Furniture Computers, Printers and Software 203,619 97.5 5,221 2.5 208,840 2.1 198,398 10,442 - Odter Equipment 375,385 97.5 9,625 2.5 385,011 3.9 365.760 19,251 - Vehicles 89,483 97.5 2,294 2.5 91,778 0.9 87,189 4,589 - Furniture 206,127 84.5 37,810 15.5 243,937 2.5 168,317 75,621 - Subtotal Equipment and Furniture 874,614 94.1 54,951 5.9 929,565 9.4 819,663 109,902 - Books&Educat.Materials 323,000 97.5 8,282 2.5 331,282 3.3 314,718 16,564 - Supplies and Miscell. 266,626 97.5 6,837 2.5 273,463 2.8 259,789 13,673 - Subtotal Goods 1,464,240 95.4 70,070 4.6 1,534,310 15.5 1,394,170 140,139 - Training 139,092 50.0 139.092 50.0 278,184 2.8 139,092 139,092 - Technical Asistance Works Design/Eng./SPN 565,938 90.0 62,882 10.0 628,820 6.3 565,938 62,882 - Experts 453,423 100.0 - - 453,423 4.6 453,423 - - Fellowships 753,670 95.0 39,667 5.0 793,336 8.0 753,670 39,667 - Subtotal Technical Assistance 1,773,031 94.5 102.549 5.5 1,875,580 18.9 1,773,031 102,549 - Studies 60,547 50.0 60,547 50.0 121,094 1.2 60,547 60,547 - Total Investment Costs 7,652,553 77.8 2,178,962 22.2 9,831,515 99.0 7,582,483 1,646,797 602,235 Recurrent Costs Maintenance Equipment - - 96,663 100.0 96,663 1.0 57,998 38,665 - Total Recurrent Costs - - 96,663 100.0 96,663 1.0 57,998 38,665 - Total Disbursement 7,652,553 77.1 2,275,624 22.9 9,928,177 100.0 7,640,481 1,685,462 602,235 79 Annex 6 Appendix: Estimated Recurrent Costs GRENADA BASIC EDUCATION REFORM PROJECT Estimate of IncrementalR ecurrent Costs Generated by the Project (excluding Debt service) 1. Incrementalr ecurrentc osts wouldb e generatedb y the projectb y the year 2000 in regardt o: (a) new positionsi n the MOEE stablishmenta nd related travela nd office and general expenses; (b) increaseda llowancesfo r materialsa nd suppliesa nd for operationsa nd maintenancein primarya nd secondarys chools; (c) operatinge xpendituresfo r the additional6 65 secondarys choolp lacesc omprising( i) teacher salaries,( ii) non-teachers alaries,a nd (iii) non-sairye xpenditure; (d) additionalc osts of maintainingth e equipmenta nd furnitures uppliedu ndert he project, and (e) maintenncec ost for new secondaryc hool buildingp rovidedu ndert he project. No increasesa re calculatedf or the maintenanceo f the new MOE buildingo r for the relocatedp rimary schoolsb ecauset he existings tructuresi n use generatem ore maintenancer equirementsth an the proposed new ones. Nor are increasesc alculatedf or the PlanningD ivisiono f the Ministryo f Financea s the two fellowshipsa re assumedt o be existings taff. 2. The Appendix to Annex 3 sets out the recurrent cost implications of the adjustment of teacher to student ratios and the transfer of savings to other purposes. As Table 4 of that Appendix shows, items listed in paragraph 1 above that are accommodated within the anticipated savings are: (a); (b);(c)(i);(c)(iii); and (e) 3. Costs estimated for the items that have not been covered by the savings are as follows: (1) non-teacher salaries at Westerhall -EC$45,000 and (2) maintenance of new office equipment and furniture - EC$ 125,000 This total of EC$170,000 is offset by the excess of savings (EC$259,000) shown in Table 4 of the Appendix to Annex 3. 80 Annex 6 Appendix: Estimated Recurrent Costs 4. Consequently, no net incremental recurrent cost is anticipated as a result of the project and the adjustmnenpt rogram. as table 5 of the appendix to annex 3 shows, the MOE budget is expected to rise over the project implementation period at a rate slower than that of the expected increase in the national budget and these increases in the MOE budget are not attributable to the project. 81 ImplementationP rogram Annex7 Table I GRENADA: BASIC EDUCATION REFORM PROJECT: ImplementationP rogram CATEGORY and ITEM CY95* CY96 CY97 CY98 CY99 CY2000 1. CIVIL WORKS: *'dd iiibbaaccccc scccccccccggg ggg (a) Westerhall Secondary (New) (b) SAMSS( Extension) ' -------- d ddiiibbaaccc ccccccgggggg (c) St. Theresa's Primar --dddi ibbaa-cccccc cccgggggg (d) St. John'sP nmary--- --- dddi ibbaa-cccccc ccccccgggggg (e) MOE Offices **ddi ibbacccccccc gggggg (.. RehPargbrilaimta .ion '*--- dddiibaacccc dddiibaacccc dddiibaacccc dddiibaacccc dddiibaacccc (f) Rehabilitation Program 2. FURNITUREIEQUIPMENTlSUPPLIES: (a) PMU (selected early items) *'liy n (b) Other MOE (incl. vehicles) **II- iibb-aa---yn (c) For Westerhall Secondary ''--I 111--iiibbb -aa- yyrn (d) For SAASS (Secondary) ' 11 1--ii--bb-a -yyn (e) For St. Theresa's Primary * --- Il- --ii-bb-a-- ynn (f) For St lohn'sP rimary * ------- 1 I-ii-bb-a_ yn (g) School Supplies:a. School lits *--- Il-ii-b-a-yy Il-iiibbayyy bp--I liiba-yy--l liiba-yy--- liiba-yy--- b. Books & supplies (h) Reference Materials for MOE lliibbaayy- lliibbaayy- lliibbaayy-- lliibbaayy- lliibbaayy- 3. EXPERTS (a) 1. Management; 2. Education Planning; 3. "-r r-ooo-.--- ---ooo General Publishing; Economic Planning (6 months each) (b) Project management (6 months) m oooooo (c) Procurement (2 months) miT 00------- (d) Educ. Materials Production (2 months) **-r r---o-- ------ (e) Educational Testing (6 months) m ooo---- -- 000- 4. FELLOWSHIPS **ppp oo-oo (a) Sr. Managers (2 @ 2 months) (b) Finan. Analyst; Statistician; Education * .- sspp. ..-oooo 00000000 Planner; Teacher Trainer (TT), 2; School Supervisor (S/SPV); Curr. Specialist (C/SPV), 2; General & Art Editors; Educ. Testing Specialist (ETS); Economic Plannger; Social Sector Planner (I year each)) (c) T7, 2 C/SPV; ETS; SISPV-12 sm each SSPP PP-----°°°° °°°°°°°°--- "- ---- sspp 0000--oo oooooo--oooo oooooo-oooo ooooo-00- (d) Secondary Teachers--2 in each successive academic year, and TT in 1998-99 (e) Project Manager ~°* *** (i) Project Accountant (b) Procurement Officer 0° -- - 5. LOCAL TRAINING -xx--xx--- ------- -- . .. _.xxx-- -- xxx- ------x xx-- 6. STUDIES . -- xxxxxxxx xxxxxxxxxxxx xxxxxxxxxxxx xxxxxxxxxxxx xxxxxxxxxx In the columns, each character denotes one month, starting with January, except for CY 95 which begins with August; KEY: a: Award of Contract b: Bid Analysis c: Construction d: ArchitecturalD esigns g: Guaranty/liability Period i: Invitationt o bid 1:E quipmentl ist preparation n: Installation of Equipment o: On the job or fellowship p: Placemento f fellows r: Recruitmnenotf experts s: Selectiono f Fellows x: conducto f study or local training y: deliveryo f equipment/furniture/supplies 82 Technical Assistance Program Annex 7 Table 2 GRENADA: BASIC EDUCATION REFORM PROJECT: TECHICAL ASSISTANCEP ROGRAM Sub Component or Category No. of Duration Purpose' persons in Months A. EXPERTS Management/Administration 1 6 To assist MOE to streamline admin. structure and procedures Auditing of Project Account (firm) n.a To conduct annual audit of accounts Planning 1 6 To assist MOE in long range sector plan & related studies Project Management 1 8 To help launch PMU and coordinate project implementation Procurement 1 2 Preparing equipment lists etc., packages & tender documents General Editing 1 6 To help in launching Educ. Materials Unit and in policy formulation on textbooks procurement and production Production of Reading Materials 1 2 To initiate desktop publishing and production tasks Educational Testing 1 6 To help set up ETX, reform existing tests, design new tests and establish groundwork for studies Economic Planning 1 6 To assist the Planning Division of Ministry of Finance in macro economic planning Total 8 42 B. FELLOWSHIPS Senior Management 2 4 For study tours & seminars relevant to educational reform. Fjnancial Analysis 1 122 Advanced training in financial management and analysis and the use of computers in same Educational Planning 1 12 Advanced training in Educ. Planning (IIEP) and attachment Economic Planning 1 9 Advanced training in Economic Planning Statistics 1 12 Advanced training in Statistics and use of computers (UWI) Social Sector Planning 1 9 Advance training in Social Sector Planning Project Management 1 2 Study tours of comparable PMUs, seminars Project Accounting I I Study tours of comparable PMUs Procurement 1 2 Seminars, attachment, study tour. The Training of Teachers 4 48 To upgrade TAMCC tutors in training of teachers, one in each core area School Supervision 2 24 Advanced training in school supervisory methods, school management, and effectiveness; and attachments (UWI) General Editing 1 12 Advanced training in editing & publishing; attachment to publishing house Art Editing 1 12 Advanced training in art editing, publishing, illustrating and book layout; attachment to a publishing house Educational Testing & Measurement 2 24 Advanced training in educational testing and related research; attachment to CXC Curriculum Development 4 48 Advanced training in techniques of curriculum design, rsearch and supervision and attachment (UWI) In additiont o the briefd escriptiono f purposeg ivenh ere, it wouldb e requiredt hat each expertt rain counterpart(sa nd others taffa s indicatedin terms of reference) and preparem anualass may be deemedn ecessary.T he returnedf ellowsw oulda lso be requiredt o preparer eportsf or circulationa mongt heir peersa ndt o conduct seminarsf ora ppropriateg roupst o communicates omeo f the benefitsd erivedf romt heir training. 83 Technical Assistance Program Anmex 7 Sub Component or Category No. of Duration Purpose persons in Months SecondazyS choolT eaching 6 60 Post graduate training in pedagogy (e.g. Cert. Ed.) (UWI) Total 30 401 In additiotno the bdefdescriptioonf purposeg ivenh ere,i tw ouldb e requiredth ate ache xpet tain countep (ando thers taffa si ndicaedi nt m of reference) andp repae menualsa mayb e deemedn ecesary. Ther emnedfe llowsw oulda lsob e requid top epare reportsf orc irculationa montgh eirp eer and to conduct serninusf or appipriaeg roupstO c onununicasteo meo f theb enefitsd erivedf romt heiru ainin 84 Annex 7 Table3 Disbursement by Semester and By Financier Grenada Basic EducationP roject Disbursementsb y Semesters and GovernmentC ash Flow (USS) The Government Semester Project IBRDIIDA By Calendar By Fl Costs Amount By Semester Year Ye 1 1,610,163 1,292,687 317,476 1995-96 2 1,610,163 1,292,687 317,476 1,996 634,952 3 1,528,396 1,192,055 336,342 1996-97 4 1,528,396 1,192,055 336,342 1,997 672,684 5 1,109,244 832,891 276,353 1997-98 6 1,109,244 832,891 276,353 1,998 552,707 7 476,501 341,934 134,566 1998-99 8 476,501 341,934 134,566 1,999 269,132 9 239,785 166,710 73,075 1999-00 10 239,785 166,710 73,075 2,000 146,149 2000-01 Total 9,928,177 7,652,553 2,275,624 (*) 2,275,624 *) 1.7 millionn et of taxes 85 Annex 7 Table 4 Disbursement Allocation Grenada Basic Education Project Allocation of Loan Proceeds IBRD/IDA (USS) Suggested Allocation of Loan and Credit Proceeds IBRD Loan IDA Credit (*) Disbursement (USS '000) (SDRs '000) Percentage L Civil Works A. Construction and Prof. Fees($) 1,760.0 1,180.0 72 percent of total cost B. Renov.fR&pairo f Schools and Prof. Fees 356.0 238.0 72 percent of total cost 100 percent of foreign expenditurea nd 2. Goods 697.0 467.0 50 percent of local expendinure 3. Consultants' serJki 216.0 145.0 100 percent of eligible expenditure 4. FellowshIps 359.0 240.0 95 percent of eligible expendirure S. Studies and local training 96.5 65.0 50 percent of eligible expenditure 6. UnaUocated 341.5 265.0 Total 3,826.0 2,600.0 a Construction of one new secondary Schooli n Westerhall, the upgrading and expansion of the SAAS secondarys chool, the replacement of two primary schools, and new office space for MOE management and technical units * SDRIUSS = 1.49385 86 Annex 7 Table 5 GRENADA: BASIC EDUCATION REFORM PROJECT MONITORING AND EVALUATION INDICATORS Introduction: Monitoringa nd evaluation (M & E) will includeb oth the achievemento f specifict argets and objectives( mainly monitoring)a nd the realizationo f results or outcomes( more generally,e valuation). As there are no precisei ndicatorso r benchmarkso f quality and institutionald evelopment,i mperfecta nd subjective indicatorsw ill need to be usedw here necessary. Section I concernsm onitoringo f progressa s indicatedb y physical land tangible measures. This representsa summary of the detailed ImplementationC hart which would be prepared by the PMU for the overall project showingt he timing of each stage of each task and component. Section2 concernsp erformanceo n costs. This requiresd ata from Project Accountantw ho would have the costs broken down by the variousc ategorieso f expenditure: civil works, professionalf ees, furniture,e quipment,m aterialsa nd supplies, fellowships,e xperts,t raining, studies,e tc. Again the periodicr eportingw ould merely present a summaryo f detailed picture. Whereass ections I and 2 are designedt o draw attentiont o trends that may need to be addressed,s ection3 relates to evaluativef ragmentso f a more summativec haractert hat should be contributedb y both the PMU and the beneficiarieso f the components. SECTION 1. IMPLEMENTATION MONITORING INDICATORS - Table A SignificanMt easureo f Achievement ProjectC omponent Indicators Overall target Expected Actual achievement Comments or Item achievement of completion( as % at this point of expected achievementw here possible) Expert Field of Specialization:e .g. Pr Met Services No. of expert months. e.g 6 e.g 4 e.g 2 (33%/6) Conduct of work. 100% 70% e.g 35% Fellowships Field of Specialization:e .g. Curr. Dev. or Study tours No. to be awarded; 4 2 2 (100%b) Months of study abroad; 43 10 10 (100%) No. of recipients completedt raining 4 1 2 (200%) No. returned toj ob 4 1 1(100%) Localt raining Field of Training: f Seminars/workshopisn tended: (a) e.g. support of statistics( data collection) (b) e.g support of school mapping No. of participantse nvisaged: (a)... (b)... No. of counterpartst rained by experts No. of participantsi n orientationw orkshop Studies List of Agreed studies: EPU: (i) Topic:_ a. Terms of reference 1000/0 1000/0 1000/% b. Mobilizationo f resources( staff etc.) 100% 100% 75% c. Conducto f work 100% 60% etc. d. Draft Report etc. e. Final Report f. Adoption of recommendations 100% - g.Implementationo f recommendations 1000/% (ii) Topic:_ (iii).... PMU: (i) etc.*** 87 Annex 7 SignificantM easureo f Achievement Project Component Indicators Overall target Expected Actual achievement Comments or Item achievement of completion( as % at this point of expected achievementw here possible) Salary:nonsalary 1. BudgetF igures: Adjustment a. Ratioso f non-salaryt o salary expenditure: e.g Program (i) Primary Schools 9:91 6:94 5:95 (83.3%o) (ii) Secondary Schools I 1:89 7:93 6:94 (85.7%) b. Increasei n Administrativeb udget (%) 2. Teachert o studentr atios: 40 32 25 (78%) (a) Primary (b) Secondary 1:30 1:28 1:27.3 (97.5%) 1:25 1:22 1:21.5(97.7%) 88 Annex7 SECTION 1. IMPLEMENTATION MONITORING INDICATORS - Table B institutional Unit( EPU, PMU, ETX etc.) Summaryo f Expected Summaryo f Commients Strengthening Objectives& achievement Achievetnent Targets at this point a. Establishmento f Posts 7 7 7 (100%) b. Filling of Posts 7 6 6(100%) c. Training of Staff 100l/. 50% 60%/o d. Adoptiono f Work Program 100% 100ffe 100%K c. Executiono f Work Program 1000/. 40% 35% a. Establishmento f Posts b. Fillingo f Posts c. Training of Staff d. Adoptiono f Work Program e. Executiono f Work Program ET2 a. Establishmento f Posts b. Fillingo f Posts c. Training of Staff d. Adoptiono f Work Program e. Executiono f Work Program 89 Annex 7 SECTION 1. IMPLEMENTATIONM ONITORING INDICATORS - Table C Hardware Items Originally scheduled % of task (by A.tua.a chievement (as % Comments Dates value/time allowed) of overall volume or value) (including any revision of originally scheduled to at the time of this reporting dates) be completed as of this date Civil Works: a) Office Building (i) From start of Designs to Contract signing (% of time) (ii) from contract signing to handover (% of value) b) Westerhall Secondary (i) From start of Designs to Contraci signing (% of time) (ii) from contract signing to handover (% of value) c) SAASS (i) From start of Designs to Contract signing (% of time) (ii) frem contract signing to handover (% of value) d) St. John's Primary (i) From start of Designs to Contract signing (% of time) (ii) from contract signing to handover (% of value) e) S. Theresa's Primary (i) From start of Designs to Contract signing (% of time) (ii) from contract signing to handover (% of value) Designs -> Bid invitaton-> BidA nalysys-> Award of Contract contract signing -> Construction- > Handover 90 Annex 7 SECTION 1. IMPLEMENTATION MONITORING INDICATORS -Table D Original Schedule;f rom Designt o Handover Achievementa s of this Comments Rehabilitation monitoring of Schools: School I (name) e.g Jan 1996 -May 1996 On schedule (100% of e.g. excessiver ain School2 (name) - target) School3 (name) - Schoo4l4(-) School 5(-) 91 Annex 7 SECTION 1. IMPLEMENTATION MONITORING INDICATORS Table E Fumiture, Originally % of completion (by Actuail achievement (as % Comments Equipment, Scheduled value/time allowed) of overall volume or Supplies: Dates originally scheduled to value) at of this date be completed as of this date a) Office equipment (i) From list preparation to Contract signing (% of time) vii) From signing to delivery and installation (% ol value) b) Office Jurniture (i) From list preparation to Contract signing (% of time) (ii) F.om signing to delivery and insta!lation (% of value) c) School Equipment (i) From list preparation to Contract signing (% of time) (ii) From signing to delivery and installation (% of value) d) School Furniture (i) From list preparation to Contract signing (% of time) (ii) From signing to delivery and installation (% of value) e) Vehicles (i) From list preparation to Contract signing (% of time) (ii) From signing to delivery and installation (% of value) f) Computers and related (i) From list preparation to Contract signing (% of time) (ii) From signing to delivery and installation (% of value) g) Textbooks (i) From list preparation to Contract signing (% of time) (ii) From signing to delivery and installation (% of value) h) Kits for Schools (i) From list preparation to Contract signing (% of time) (ii) From signing to delivery and installation (% of value) i) Other (i) From list preparation to Contract signing (% of time) (ii) From signing to delivery and installation (% of value 92 Annex 7 SECTION 2. COST MONITORING ComponentVItem AppraisalC ost Estimate Latest Revised Actual Cost for Reasons for Change Cost Estimate completedI tem in Cost or Cost (date of revision) Estimate (a) CIVIL WORKS: i. MOE OFFICES ii. WesterhallS econdary iii. SAASS iv. St. John'sP rimary v. St. Theresa's Primary vi. RehabilitationP rogram (summaryf rom latest update of list) (b) CONSULTANTP ROFESSIONAL SERVICES (for civil works) (c) EQUIPMENT i. Office ii. School iii. Other (d) SUPPLIES& MATERIALS i. Office ii. School iii. Other (e) COMPUTERS& RELATED SOFTWARE (f) TEXTBOOKS (g) FURNITURE (h) FELLOWSHIPS (i) EXPERTS ERVICES (j) STUDIES( IncludingC onsultantsu sed) (k) LOCALT RA[INNG (I) REFERENCEL ITERATURE 93 Annex 7 SECTION 3: EVALUATION ISSUES AND INDICATORS Unit or Activity N ature of Expected Outcomes Indicauons and Assessments of Impact/Bennfit Senior Management: Incorporation of rinancial analysis into the Value of studies done and their impact on policy at the macro and Financial Analysis operations of MOE micro sector levels; Improvement of budget format so as to facilitate tracking of expenditure and allocations by level, school, category etc. Quality of analytical work. Policy formulation More systematic way of preparing for policy Evidence of more active tackling ofkcy policy issues with emphasis decisions on information, analysis & consultation Planning & Statistics Long Range Plan for the Sector Extent of promotion of national discussion and debate on education; Comprehensiveness of plan and integration of objectives into macro economic development priorities; Responsivenesso f pianning to marters of cost effectiveness, equity and reievance to national needs. Acceptance of planning as an institutionalized necessity; Cooperation with OECS in development policy and plans. Cooperation with and support from central planning uniL Statistical Data Base covering students Utilization and dissemination of data, teachers schools, MOE staft expenditure, Comprehensiveness of coverage of data, etc. Participation of unit in research in MOE, Relationship with extemal bodies (OECS, Central Statistical Office & other Gov't statistical units, etc.) Project Management Successful implemenation of the project; Evidence of capacity to implement and evaluate projects efficiently: Assessment of overall achievement in both the Prppoject and the sector development program Success in maintaining physical plant; Principals' assessments of the effectiveness of delivery of goods and works; Improved procurement and distribution of supplies to the schools. Improvement in the achievement of development program objectives. Educational Testing & New and revised Tests; Use of test results in design of new tests, research, reading materials, Measurement professionalizing of testing; school supervision strategies, syllabus and curriculum development. item banks; teacher training. research; norms & standards; Evidence of increased capacitv in testing and related work. analysis and dissemination of test results. Teacher training Increase in numbers of teachers trained on an Evidence of actual improvement in methods of teaching as indicated in inservice basis; use of materials, focus on problem solving, test and examination results. Improved average qualifications of school Evidence of increased teacher training capacity.quantiative in terms of teachers; staff calibre. Reduceda rtrition of teachers; More highly qualified and expanded teacher training saff; Curriculum Substantial progress in renewal of syllabi and Improved academic performance and evidence of impact on lifestyles Development & curricula; (health, safety, social conscience). Supervision Improved inter-grade and inter-cycle coordination of curricula and syllabi. Evidence of greater institutionalized capacity in curriculum design, Greater clarity of objectives and the required research and supervision. teaching strategy; Increased emphasis on local exampies and local sening where appropriate and on problem solving and reflection demanded of students. Greater professionalization of CDU staff Educational Materials Volume and range of output of new, Evidence of capacity to design, prepare and produce materials. Procurement and supplementary and other materials. Evidence of use of materials produced; Production Improvements in policies and procedures Evidence of user feedback on the quality and value of materials. relative to procurement of educational Evidence of use of feedback in the revision of materials. reading matenals. Professionalizing of EMU staff Schools Library Services More intensive service to schools; training of teachers in use of library in teaching and in organizing collections. 94 Annex 7 SECTION 4 Key Project Performance Indicators Key Performante Indicators Endof Project Mid-ProjectT argets Targets Baseline I.Strengthening Planninga nd Management QuantityI ndicators New MOE's Offices 0% 100% 100% Salary/non salary expenditurea djustmentp rogram Teacher to Student ratios: (i) Primary Schools 1:27 1:28 1:29 (ii) SecondaryS chools 1:19 1:21.9 1:23.5 EC$ spent per student per annum (i) Primary Schools Supplies/Materials 15 20 34 Operations/Maintenance 12 15 21 (ii) Secondary Schools Supplies/Materials 16 20 37 Operations/Maintenance 0 10 25 BehavioralI ndicators (observedt hrough regular See Table 2 supervisionv isits) _______________________________ 2. IMDrovinp the Oualitv of Basic Education _________ _________ QualitIyn_d icators CommonE ntrance Examination 1995 Test Scores Plus 10% Plus 20% QuantityI ndicators Availabilityo f AppropriateT extbooks 75% of primary 95% of primary 95% of primary school population school population school population Professionallyt rained teachers in Primary Schools 43% 49% 65% Availabilityo f InstructionalM aterials and Equipment Very limited Improved Improved (observedt hrough regular supervisionv isits) l BehavioralI ndicators (observedt hrough regular supervision visits) _ Teachers' knowledgeo f appropriate curriculuma nd design Limited Improved Improved of lessonsp lans at each stage of child development. Implementationo f High Qualitya nd Varied Teaching and Traditional Survey indicates Survey indicates AssessmentM ethods Chalk/Board positive change in at positive change in at Techniques least 30% of schools least 60% of schools 3 . Expanding Access to Schools l_l_| QuantiIntydi cators New SchoolB uildings ReplacedP rimary Schools 0 1 2 Extensionst o SecondaryS chools 0 1 1 New SecondaryS chools 0 1 I SecondaryS choolE nrollment 63% of the 12-16 age 66% of the 12-16 age 70% of the 12-16 age cohort ( net of cohort ( net of cohort ( net of repeaters older than repeaters older than repeaters older than 16 years of age) 16 years of age) 16 years of age) 95 IBRD2 7487 61 '45 61 '40'dI OI A rn11 ;rnv!R/ AAIT DOAIT.C AN S d0 'urn REPUBCL /5 M,'',n 1< GRENADA ! NT Ch' A ; BASICE DUCATIONR EFORMP ROJECT ST KITTS- dNEI SI-'l MolIr: (UK ) DO. NICA * PROJECLTO CATIONS RIVERS ST LTA ELEVATIONISN FEET: i AIRPORTS oRENAd,T5ES >2000 ---- PARISH BOUNDARIES d... o mA.U. . GRENADA 1500-2000 COL TRI.'DD- 12'15 7~ ~50-100INTERNATIONAL 1/" VS 12 '15' <500-1500 BOUNDARIES(IN SET) 12'15- ¢ V E N E Z U E L A MAIN ROADS o SELECTEDC ITIES AND TOWNS 61'35 6 NATIONALC APITAL usr Victoria,/i .,7 40 MSA, RT7R ( ) 'Al _ ivl -12°10 Gou ,vo 12'10 - PRIMARYS CHOOLS TO BE REBUILT( ST. JOHN'S/ PEARLASIR PORT Grand Roy - t '-t Paradise SECONDARY SCHOOL 70 BE UPGRADED (SAASS) <<@>< * X 3L,M arquis 12 '05' V end6- 12-05- MOE OFFICEB UILDING (• PRI r sCHOOLST OB ER EBUIL(TS T.T HERESA'S) ST.G EORGE'S ' 61'35 BeInnon S 9 > §\ 4 A 8 I D 0 5 lo 61 25 C rin