ReportN o. 584a-GUA FILEC OPY
Appraisaol f a
SecondE ducationP roject
in Guyana
April 3, 1975
EducationP rojectsD ivision
Latin America and CaribbeanR egionalO ffice
Not for PublicU se
Documnenot f the InternationalB ankf or Reconstructiona ncdD evelopment
International Development Association
This report wvasp reparedf or officialu se only by the BankG roup. it may not
be published, quoted or cited without BankG roup authorization.T he BankG roup does
not accept responsibility for the accuracyo r completenesso f the report.
Public Disclosure Authorized Public Disclosure Authorized Public Disclosure Authorized Public Disclosure Authorized
1/
Currency Equivalents
(as of March 24, 1975)
US$1.00 G$ 2.16
G$ 1.00 = US$ 0.46
1/ G$ floating with British pound sterling since July 1972
Measures
1 m2 10.76 sq. ft.
1 km2 = 0.38 sq. mi.
1 ha 2.47 acres
Fiscal Year
January 1 - December 31
GUYANA
APPRAISAL OF A SECOND EDUCATION PROJECT
TABLE OF CONTENTS
Page No.
SUMMARY AND CONCLUSIONS ........................ i - v
I. INTRODUCTION ................................... 1
II. SOCIO-ECONOMIC BACKGROUND AND DEVELOPMENT POLICIES 2
The Land, the People and the Economy 2
The Development Strategy. 2
The Need for Human Resource Development 3
III. THE EDUCATION SECTOR: NEEDS AND STRATEGY 4
The Formal Education System. 4
Primary and Secondary Education. 4
Teacher Training. 5
Vocational and Technical Education .6
Agricultural Education. 6
Non-formal Education and Training. 7
Education Development Strategy. 7
IV. EDUCATION FINANCE .............................. 10
V. THE PROJECT .................................... i1
Project Strategy ..... ..................... 11
Project Content .......... ................. 12
Elements of the Project ...... ............. 12
Cost of the Project ........ ............... 17
VI. IMPLEMENTATION AND DISBURSEMENT ..... ...........1 9
Project Administration ..... ..............1.9 
Sites . ........... 20
Procurement ............................... 20
Disbursements ....... .....................2.1 
VII. AGREEMENTS REACHED AND RECOMMENDATIONS .... ..... 21
Table of Contents (Continued)
A.NNEXES
1. Comparative Education Indicators
2. Public Education: Structure, Enrollment and Teachers, 1973
3. Enrollments in the Secondary Education System, 1968-1988
4. Demand and Supply of Secondary School Teachers, 1973-1988
5. Current Education Expenditure of the Central Government,
1969, 1974 and 1981
6. Capital Education Expenditure of the Ministry of Education, 1969-1974
7. Technical Assistance of the Project
8. Summary of Project Cost Estimates
9. Contingency Allowances
10. Unit Capital Costs of Project Institutions
11. Project Implementation Schedule
12. Estimated Schedule of Disbursements
CHARTS 
I Structure of the Educational System, 1974
II Full-time Enrollments and Population Pyramid, 1973
MAP
Republic of Guyana
GUYANA
APPRAISAL OF A SECOND EDUCATION PROJECT
SUMMARYA ND CONCLUSIONS
i. This report appraises the Bank Group's second education project in
Guyana, for which a loan/credito f US$12 million is proposed (US$8.0m illion
would be a Bank loan, and US$4.0 million an IDA credit). The project would
support the priority areas of the Government'se ducationd evelopments trategy
and aims at: (i) improving the relevanceo f the education system to the needs
of the economy and the local communities;( ii) meeting specific manpower
requirementsi n priority sectors of the economy, particularlyi n the agricul-
tural sector; and (iii) increasingt he productivityo f the work force and
developingg reater self-reliancea mong workers. These objectivesa re in
conformityw ith the developmento bjectives in the productives ectors of the
economy and would respond to their urgent needs.
ii. These developmento bjectives,r equire that the Government take
appropriatea ction now to alleviate the shortage of qualifiedm anpower in
almost all fields. Although Guyana has a fairly literate work force, its
educationala ttainmentl evel drops off sharply after primary education.
Those who have successfullyc ompleteds econdary education account for only
14% of the working populationa nd those who have continuedb eyond secondary
education constitutel ess than 2%. A more serious problem is the shortcomings
of the traditionale ducation system itself: while its coverage of the school-
age populationh as been extensive,t he curriculumh as been too academic and
has not provided new entrants to the labor force with the basis for rapid
skill training and relevant attitudes that are the most needed by the economy.
Nor have there been adequate provisionsf or technicala nd agriculturalt raining.
Non-formal educationalo pportunitiesa re minimal. Consequently,t he nature
of unemploymenti n Guyana has been, to a large extent, structural. WIhile
the economy has suffered from a high rate of unemployment,m any positions
have been left vacant or are occupied by unqualifiedw orkers. This phenomenon
is more serious in the public sector, particularlyt he agriculturals ector.
iii. The proposed project would help the Governmentt o resolve some of
these problems. This would be the Bank Group's second lending operation
for education in Guyana. The first Bank/IDA educationp roject (Loan 583/
Credit 139-GUA, signed in 1969, for US$5.8 million) supportedt he Government's
efforts to improve the relevanceo f formal education for selected secondary-
level students and to meet the need for primary school teachers by financing
six multilaterals econdary schools with a total of 5,500 student places and
a primary teachers' training college. Constructiono f these schools is
expected to be completedb y end of May 1975. The proposed second project would
assist in improvings econdary educationa nd strengtheninga griculturale du-
cation and training by enabling the Governmentt o: (a) initiate a pilot
program of new communitys econdary schools that would offer the majority of
- ii -
primary school graduates a more meaningful and employment-orientepdr ogram;
(b) extend the diversifiedc urriculum,i ntroducedi n the multilaterals econdary
schools under the first Bank/IDA project, to existing secondary schools;
(c) provide facilitiesf or secondaryt eacher training to include construction
of a new college; and (d) expand both formal and non-formalt raining oppor-
tunities for farmers, rural residents,e xtensionw orkers, animal health
techniciansa nd other types of agriculturalt echnicians. The projectw ould
also complementt he activitieso f other multilaterala nd bilateral aid agencies..
iv. The proposed project would consist of:
(a) Construction,f urniture and equipment for:
(1) Improvemento f secondary education
- 7 new communitys econdary schools
- extensionst o 10 existing secondarys chools
- constructiono f a new SecondaryT eachers'T raining
College
(2) Vocationala nd agriculturalt raining
- extension of an existing agriculturals chool
- a new AgriculturalE xtension In-ServiceT raining and
CommunicationsC enter
- 6 new rural training centers
- a new CaribbeanA nimal Health Technicians'T raining
Center
(b) Provision of technical assistance,c omprising7  man-years of
specialists ervices and 57 man-years of fellowshipst o support
implementationa nd operationo f the above listed project items.
(c) A study to assess the effectivenesso f the vocationala nd
technical education/traininsgy stem in meeting rhe country's
socio-economico bjectivesa nd to establishp rioritiesf or
long-termi nvestmenti n educationa nd training.
The project institutionsw ould provide a total of 7,036 student pl4ces.
v. The project would provide for establishmento f seven community
secondary schools,w ith a total of 4,500 student places, to help provide
more meaningfule ducation for the majority of primary school graduatesw ho
fail the highly competitivee ntrance examinationf or the traditional
secondary schools and remain in the "tops" (grades7 -9)-of primary schools.
- iii -
As these students presently receive little than extended primary education
and terminate their formal education without proper preparation for further
trailing or employment, the community schools would offer during the first
three years a balanced general education and during the next year (or less)
short-term vocational training courses based on the occupational needs of
each community. Access to the selective education system would still be
available for late developers. After school hours, the community schools
would also fulfL 1l the training needs of adults and out-of-school youths,
thus serving as a focal point for non-formal education in each community.
The new schools would also benefit about 50 overcrowded feeder primary schools
by increasing the space available for pupils in lower grades. Seven of the
12 education districts would each have a community secondary school. As the
community secondary schools are forerunners of the education reform effort,
the Government would establish evaluation procedures and a tracer system to
follow up on the progress of students, both while in school and after grad-
uation. The schools would be staffed by qualified teachers trained at the
Secondary Teachers' Training College, now temporarily housed and to be
constructed under the project.
vi. To 7u ,port the Government's continuing effort to extend the intro-
duction of ^e diversified multilateral school curriculum, the project would
provide _Ecticalt-esaucbhiienc tf acilities,comprising 19 workshops, 19
laboratori1s and 19 homecraft rooms in ten existing secondary schools. These
facilitieLs would also allow an increase of about 1,680 in enrollments and
would serve a total of 6,630 students. This project item, together with the
first Bank/IDA project, would enable half of all secondary students to study
under the reform curriculum by 1980.
vii. To meet the rapidly growing demand for qualified secondary school
teachers created by the expansion and diversificationo f secondary education,
the project would provide for constructiLoonf  a new Secondary Teachers'
Training College, with the capacity to prcduce 150 trained teachers annually.
To ensure an adequate supply of practical-subjectt eachers, the college would
develop a cooperativep rogram with existing teaching institutionsi n the agri-
cultural, technical and home economics fields. In addition, the college would
provide systematic in-service training to upgrade the quality of existing
secondary school teachers.
viii. To fill the gap in the country's supply of agricultural technicians
and teachers and to train them by offering a larger applied and practical
course contents th,e rro,ect would provide for extension of the Guyana School
of Agriculture, the countrv-'s only agricultural education institution at the
post-secondary level., T;his extension would enable the school to almost double
its student p'laces, from 123 to 216, and to offer its facilities for use by
the proposed Caribbean regional center for the training of animal health
technicians and by the adjoining Agricultural ExtensJon In-Service Training
Center, both of which would be supported under the project. About 105 tech-
nicians would graduate annually from this school, about half of whom could
be absorbed by the extension service and the rest by other governmental
agencies and the private sector.
- iv -
ix. To initiate a systematic program for in-service training of exten-
sion and other agricultural personnel, the project would provide for the
establishment of an Agricultural Extension In-Service Training and Communica-
tions Center within the Ministry of Agriculture. Provided with 26 boarding
places, a lecture room and demonstration farms, the Center would train annual-
ly about 400 oLficers in short courses of one or two weeks' duration. The
courses would place emphasis on the extension techniques and advanced agri-
cultural technologyr equired for implementingt he Government'ss trategy to
diversify and specializea griculturalp roduction.
x. To help increase agriculturalp roductivitya nd improve rural living
conditions,t he project would provide for the constructiona nd equippingo f
six rural training centers. These centers would offer a variety of short
courses (1-2 weeks) in such fields as commercial farming, organization of
cooperatives, rural construction, nutrition, home economics and child care
for both practicinga nd prospectivef armers and for rural women. In addition,
the centers would serve senior students of the School of Agriculturef or e
their field training and would become focal points for meetings and exchange
of informationo n all aspects of developmenta ctivity in the region. Two of
the centers would have additionale quipment for clearing and cultivating
forests to help farmers open up new arable land. The centers would be
located near the areas where large agriculturalp rojects are being developed.
Each center would have, besides boarding facilitiesa nd a classroom for 36
trainees,a  demonstrationf arm and either a workshop or home economicsl abo-
ratory, and would serve about 8,100 rural people per year. The District
ExtensionO ffice would operate the centers.
xi. To support the expanding livestock industry as part of economic
diversificationa nd to overcome the acute shortage of qualifiedv eterinarians
in the Caribbean countries in the most efficientw ay, the project would pro-
vide for establishmento f a Caribbean Animal Health Technicians'T raining
Center, staffed by qualifiedv eterinarians in the region. By virtue of its
regional nature, the Center would take advantage of economies of scale in
meeting the regional requirements for veterinarians. By training technicians
instead of qualifiedv eterinarians,t he Center would meet the requirements
for veterinarian services at a lower cost while enabling each country to
more effectively utilize the limited number of qualified veterinarians. The
Center would be located adjacent to the Guyana School of Agriculture in order
to benefit from the latter's basic science courses and the existing amenities
such as the library and food service. While only the Government of Guyana,
as the major beneficiaryo f the Center, would be responsiblef or financing its
physical facilities, the other participating CAribbean countries have agreed
to share the operating costs.
xii. To help implement the above-described project components, the
project would include 7 man-years of specialist services and 57 man-years
of fellowships for training abroad. The specialists would assist the Govern-
ment in (i) drawing up a new education law and programming educational
reform measures; (ii) developing curricula for the technical and agricultural
- v -
institutesa nd strengtheningt heir liaisonw ith employers;a nd (iii) operating
the rural training centers and the AgriculturalE xtensionI n-ServiceT raining
and CommunicationsC enter. The fellowshipsw ould upgrade the quality of super-
visory and training staff for practical subjects in the project institutions.
xiii. The total project cost is estimated at US$18.9 million, with a
foreign exchange componento f US$9.4 million, or 50% of the total cost. The
proposed loan/credito f US$12 million would be equivalentt o 64% of the
total cost and would cover the foreign exchange component and 27% (US$2.6
million) of the local currency costs. Prices as of December 1974 were used to
estimate the base costs, to which a contingencya llowanceo f 48% has been
added.
xiv. The Project Unit responsiblef or implementingt he first education
project would continue to serve as the implementinga gency for the proposed
second project. Other Governmenta gencies involved in the project, i.e.,
the Ministry of Agriculturea nd the Guyana School of Agriculture,w ould
designate senior officers who would be responsiblef or maintainingl iaison
with the Project Unit. The Unit would be strengthenedt o deal with the more
diversifiedp roject.
xv. Contracts for civil works would be awarded on the basis of competitive
bidding advertisedl ocally and in accordancew ith local procedures,w hich are
satisfactoryt o the Bank/IDA. Since most of the civil works are of small size,
scattered throughoutt he coLntry, foreign contractorsa re not expected to be
interested;b ut they would nct be precluded from bidding. Contracts for pro-
curement of furniture and equiomentw ould be awarded on the basis of inter-
national competitiveb idding ii accordancew ith Bank/IDA guidelines. However,
furniture and equipmentt hat cannot be grouped in packages of at least US$5,000
would be procured on the basis of competitiveb idding advertisedl ocally and
in accordancew ith Borrower'sr eg-ilarp rocurementp rocedures;t his would not,
in aggregate,e xceed US$215,000e cuivalento r 10% of the total cost of furni-
ture and equipment. Since Guyana is a member of the CaribbeanC ommon Market
(CARICOM),d omestic and other member countries' manufacturersw ould receive a
preferentialm argin in bid evaluationi n accordancew ith Bank/IDA procedures.
xvi. The proposed loan/credit would be disbursed over a four-year period.'
A small amount of up to US$300,000w ould be disbursed retroactivelyt o cover
expendituresi ncurred after July 1, 1974 for professionals ervices,t echnical
assistancea nd project administrat-onr equired to impletentt he project.
xvii. The project constitutesa  suitable basis for blend financingc onsist-
ing of an IDA credit of US$4 million equivalento n standard terms and a Bank
loan of US$8 million to the Governmento f Guyana with a repaymentp eriod of
30 years, includinga  10-yearg race period.

GUYANA
APPRAISAL OF A SECOND EDUCATION PROJECT
I. INTRODUCTION
1.01 The proposed project, estimated to cost US$18.9 million, is designed
to support the priority areas of Guyana's educationd evelopments trategy. The
proposed loan/credito f US$12 million (US$8.0m illion would be a Bank loan,
and US$4.0 million an IDA credit)w ould cover the foreign exchange component,
estimated at US$9.4 million, and part-of the local currency costs.
1.02 This would be the Bank Group's second lending operation for edu-
cation in Guyana. In 1969, the Bank Group lent the GovernmentU S$5.8 million
(Loan 583/Credit1 39-GUA)f or the expansion and reorientationo f secondary
education and primary school teacher training. After some initial delays
in appointingc onsultanta rchitectsa nd in awarding civil works contracts,
the project is now being implementeds atisfactorilya nd is expected to be
completedb y end of May 1975. The new teacher training college was occupied
early 1974, and one multilaterals chool in September 1974. Two more multi-
lateral schools are to be completedb y end of 1974.
1.03 The possibilityo f further Bank Group assistancet o education
was discussed with Governmenta uthoritiesi n September 1973. The discussion
was based on the UNESCO project identificationm ission report of January
1973. In February 1974, the Governments ubmitteda  formal request for Bank
Gr-oupf inancing,t ogetherw ith a Ten-Year Plan for secondary educationd evel-
opment. The project was prepared in May 1974 by the Governmentw ith UNESCO's
assistance,a nd was appraisedi n May/June 1974 by a Bank mission composed of
Messrs. K.W. Lee (economist),E .M. Vergara (architect),B .S. Braithwaite
(generale ducator, consultant),G .F. Gayle (agriculturale ducator, consultant),
and J.S. McNown (technicale ducator,c onsultant).
1.04 During appraisal the project was modified to keep its size within
the manageablel imits of the Government'sf inancial and administrativec apa-
city and to gain experiencef rom some pilot project items. These modifi-
cations include the deletion of: (a) three proposed communitys econdary
schools and extensionst o three secondarys chools; (b) the proposed replace-
ment of the GeorgetownT echnical Institute;a nd (c) the proposed Caribbean
Para-MedicalT raining Center, since the Governmenth ad requestedf inancing
from another external agency (CIDA). However, one more rural training center
was added in an area where major agriculturalp rojects are being developed.
-2-
II. SOCIO-ECONOMIC BACKGROUNDA ND DEVELOPMENTP OLICIES
The Land, the People and the Economy
2.01 Although Guyana occupies more than 80% of the Caribbeanl and, much
of the country's interior is unexploited. About 90% of its population
(754,000 in 1974) is concentrateda long a narrow coastal strip which consti-
tutes only 4% of the total area. The populationg rowth rate, net of migration,
in the last decade was moderate at 2.3% p.a., but the age group with the
largest growth was the 0-14 group, accountingf or half of the total population
growth. Hence, it is expected that in this decade the secondarys chool-age
population and new entrants to the labor force will increase considerably.
This has significanti mplicationsf or both employmenta nd educationalo ppor-
tunities: the economyw ill have to generate more employmento pportunities
to keep pace with the rapidly increasingl abor force, and the educations ystem
will have to serve more people and improve its relevance to the needs of the
economy.
2.02 Despite the modern mining sector and relativelye fficients ugar
industry, economic growth in Guyana has been uneven. While during the period
1965-70 the real growth rate of the economyw as about 4% p.a., in the last
three or four years it has barely kept pace with the populationi ncrease.
The agricultures ector's performanceh as been particularlyw eak, with the
sector's importanced eclining from 26% of GDP in 1960 to 20% at present; so
far, no integratede ffort has been made to improve productivityi n the sector.
The manufacturings ector is still relatively unimportant,a ccountingf or only
12% of GDP and 15% of the labor force. The two major sources of growth, the
capital-intensivem ining sector and the sugar industry,h ave substantially
contributedt o the balance of payments and to economic growth, but have not
provided a correspondingi ncrease in employment. As a consequence,t he economy
has not been able to absorb the growing labor force, and unemploymenth as remained
at about 15%.
The DevelopmentS trate
2.03 The Government'sd evelopments trategy, defined in the Second Develop-
ment Plan (1972-76),f ocuseso n the directly productives ectors of the economy
and diversificationo f the economic structure to achieve thieg oal of self-
reliance in feeding, housing and clothing the nation. In addition to revital-
izing the traditionala griculturals ector, the Governmenti s paying particular
attention to the developmento f non-traditionala griculture,f orestry and
fishing. The Governmenta lso proposed to double the manufacturingo utput
and create about 5,400 new jobs during the Plan period by intensifyingi ts
effort to develop both resource-baseda nd assembly-typei ndustries. It is
implementingt hese strategiesb y adopting a cooperativef orm of economic
organizationa nd active participationo f the public sector.
2.04 In agriculture,p ublic policies will continue to emphasizeb ringing
new areas along the coastal belt under cultivationa nd using land more inten-
sively to lessen unemploymenta nd rural poverty. This policy will require
that the agricultural extension services more effectively encourage farmers
to adopt techniques which are more labor intensive and produce greater yields.
In recent years the Government has launched an effort to increase food pro-
duction and exports by developing large tracts of virgin forest and arable
land in the interior. Because of the completely different ecology and rela-
tively high initial capital requirements, this line of development requires
extensive technical services and training as well as experimentation and
research.
The Need for Human Resource Develowment
2.05 Implementation of these development strategies requires that the
Government take appropriate action now to alleviate the shortage of qualified
manpower in almost all fields. Although Guyana has a fairly literate work
force, its educational attainment level drops off sharply after primary
education. Those who have successfu'lly completed secondary education account
for only 14% of the working population and those who have continued beyond
secondary education constitute less than 2%. A more serious problem stems from
the shortcomings of the traditional education system itself. While its cover-
age of the school-age population has been extensive, its curriculum, parti-
cularly at the secondary level, has until recently been too academic and has
not provided new entrants to the labor force with the basis for rapid skill
training and attitudes that are most needed in the economy. Nor have there
been adequate provisions for technical and agricultural training. Non-formal
educational opportunities have been minimal. As a result, the nature of
unemployment in Guyana has been, to a large extent, structural. While the
economy has been suffering from a high rate of unemployment, many positions
have been left vacant or are occupied by unqualified workers. In the public
sector alone, about 14% of the authorized positions remain vacant. The fact
that the Government sector accounts for 22% of total employment provides
strong grounds for believing that this skill shortage probably prevails in
every field. But this phenomenon is more serious in the publlc sector,
particularly in the administration of agriculture. A recent Government
study financed by USAID iudicates that in order to fill the existing manpower
gap and meet the growing demand annually, about 65 agricultural officers and
assistants must be appointed and about 400 already in service be upgraded
over the next five years.
2.06 This problem of skili shortages has been accentuated by heavy out-
migration, which has been heavily concentrated among the young and best-
trained individuals such as professionals and technicians. At the profes-
sional level alone, about 7%.l eft the country in 1970. Thus, imbalances
have developed in the occupational structure and this in turn has impeded
the expansion of employment. To meet the problem, the Government has
decided on the one hand to launch a program for attracting qualified Guyanese
from abroad, and on the other hand to expand both formal and non-formal voca-
tional training,. Because of the seriousness of the situation, however, the
Government should undertake a study that would assess the effectiveness of
the education and training programs in meeting the country's manpower require-
ments, determine the social rates of return on its investment in these pro-
grams, IdentIfy long-term investment priorities, and propose whatever measures
may be deemed necessary to remedy the situation (paras. 3.C9, 3.20 and 5.22).
- 4 -
III. THE EDUCATION SECTOR: NEEDS AND STRATEGY
The Formal Education System
3.01 The formal education system (Chart I) comprises: (a) six years of
primary education,e xtended for three more years ("tops"o f primary) in most
of the schools; (b) five years of secondary education;a nd (c) two to five
years of post-secondaryo r higher level education. Admission to secondary
education is by competitivee xamination. The Ministry of Education has the
major responsibilityf or formulatingp olicy and administeringa ll formal
public educationali nstitutionse xcept the two autonomousi nstitutions,t he
University of Guyana and the Guyana School of Agriculture. The education
laws, which date from 1940, have become obsolete. Guidelinesa nd regulations
for the conduct of schools and teachers are lacking. Most of the non-formal
education and training activitiesa re under the control of other ministries.
Primary and SecondaryE ducation
3.02 Basic data (as of 1973) on primary and public secondary schools
are shown below. The enrollment figures include over-age pupils. Of 390
primary schools, 227 are owned by denominationalo rganizations,b ut the
Government finances their full operating costs. Private secondary education,
much of it owned by religious organizations,i s totally uncontrolledb y the
Government,a nd the Ministry of Educationh as no accurate data even on the
number of private schools and their enrollments.
% of Pupil/
Age Enrollment Teaching Qualified Teacher
Group Enrollment Rate Staff Staff Ratio
Primary
(Grades 1-6) 6-11 131,580 92 3,979 42 33:1
"Tops" of Primary
(Grades 7-9) 12-14 38,359 61 1,804 44 21:1
Secondary
(Grades 7-11) 12-16 24,237 24 1,020 62 24:1
3.03 Since 1963 the Governmenth as undertakena  series of educational
reform measures, with the objective of providing all Guyanese with an equal
opportunityt o acquire the knowledge and skills necessary for their individual
progress and for the country s economic development. To achieve this objective,
the Governmenth as directed its efforts mainly toward meeting the urgent need
for places for the rapidly increasings chool-agep opulation,p articularlya t
the secondary level. As a result, virtually all primary school-agec hildren
are enrolled and about 53% of the populationb etween ages 12 and 18 receive
some form of secondary education includingt he primary "tops"--a high percent-
age when compared with that in other countries (Annex 1).
--5  -
3.04 This increase in e;arollmenithso,w ever, was undertakenw ithout com-
prehensive programmat.% Consequently , adequate attention could not be given
to improving the qualizy of education. staffing the schools appropriately,
and pzoviding :ncr :ly tq'i7 ed placess Due in part to the lack of facil-
ities and in part to Guyania'st radition of elitist education,o nly about 10%
of the primary 6&uool graduates pass the examination for entrance to the
traditionals econdraoiry schools (grades 7-11), which provide only academic
courses and are hghetr ecation-oriented. The 90% who fail the examination
remain in the `tor&" (grades 7-9) of tL. primary schools. There they often
have to share overcrcw6cd classrooims with younger children and have less
qualified teachers and nueoln wtorse equippment than the students in the regular
secondary schOols. Aithough they are cnsidered part of the secondary edu-
cation systeme,t he scude- ts iflt he "tops` program receive only remedial or
extended priraarv eca .tdfoo n, whicAh does little to prepare them for further
study or employMent,
3.05 Of the 3a9 primary schools in Gvyania, 373 st-illh ave the "tops"'
program and well over half of the teachers are inadequately trained by
Government standaki,_ TsespL:el  tlie rations (P?ar elimiinaryC ertificate
and College of ½eceptors Examinations) to transfer students to the regular
secondary schne,s, about 75% (38,400) of those ini grades 7-9 remain in the
"tops" of pr'.mary schools because of the limited number of places (12,800)
in the secoridary schools. The fact that the "tops" courses are geared to
these externrale xaminationsh ampers the intrfductiono f a coherent program
with clearly defiinedc b,e ctives that serve the students; socio-economic
needs. It is highly important to have sach a program: the students attend-
ing the "tops" -ourses come mostly froTm aMr.-erprlvileged families; they failed
to gain entry into goverment secondary schools and cannot afford the fees
in non-governmental schools, hence their formal education is terminateda t
this level.
Teacher_ rainLng.
3.06 Primary teachberkt raining consists of a post-secondary course of
two years' duration, proT6ded in a newly comnleteo bui-lding finarnced under
the first Bank/IDA education project, Although the college will double its
annual output to 33()t eache-,. lt wll not be able to satisfy the demand for
primary teachers ur.LeEs Governmeent ILncreases the supply of trained sec-
ondary school teachers.
3.07 Traied primaLy iweacliers are beLng fLrain?d into the expanding
secondary edutcation system, whiclh has a serious shlortage of trained teachers.
The annual output of about ̂ S teachers from,t he Secondary Teachers' Training
College far frem satisfiesL t1he requirements, armounting to about 150 teachers
per year (Annex 4) . A -major constraint to training an adeouate number of
secondary teacHers is zhe lakk of proper facilitles, The college is tempo-
rarily housed in anic 1d building whichA is uneconomicala nd unsuitablef or expan-
sion or remodeling, There is no institutiont hat provides systematict raining
for the teaching of practicanlsu 4ects such as science, agriculture,i ndustrial
arts and home ecoio-mics.A n obstacle to imprcvingt he quality oL secondary
education is the high proport-loonf  untrained teaching staff.
-6-
Vocational and Technical Education
3.08 Although there are several formal vocationala nd technical training
institutionsi n Guyana, the GeorgetownT echnical Institute (GTI) dominates
the training of techniciansa nd craftsmen. It produces 85% of the technicians
who receive diplomas in Guyana each year. The only other program for techni-
cians currently offered is at the Universityo f Guyana, which trains about
10 per year. The New Amsterdam Technical Institute,r ecently established
with CIDA assistance,w ill begin a small technician training program in 1974,
producing 20 techniciansp er year. GTI also has the major role in producing
craftsmen and upgrading the skills of employed workers. Each year, 150-200
students obtain craftsman certificatesf rom GTI and a comparablen umber
complete part-time courses.
3.09 GTI's present courses are geared to the London City and Guilds
Institute'ss yllabi and examinations,w hich are not always well matched with
Guyana's requirements. Some of the shortcomingsi n the courses also result
from the lack of close liaisonw ith employers. The present buildings and
most of GTI's equipment need to be replaced. Furthermore,t he total available
space is inadequate to house the existing and additionalc ourses which are
important to the country's development;f or example, GTI is now unable to
offer courses to train technical teachers for industriala rts courses in
secondary schools or to meet the demand for block-releasec ourses for up-
grading training. All these problems, together with the heavy emigration
of these students who receive technical certificatesa t one level or another,
make it necessary for the Government to undertake an in-depth study of
vocational and technical education in Guyana (paras. 2.06, 3.20 and 5.22).
AgriculturalE ducation
3.10 Agriculturale ducation is included in the curricula of a large
number of primary and secondary schools. At the post-secondaryl evel, agri-
cultural training is offered to about 120 students at the Guyana School of
Agriculture (GSA). The school lacks adequate staff, boarding places, work-
shops and dairy sheds to train the agriculturalp ersonnel required at the
sub-professionall evel. The curriculum is somewhat too academic in its
application,l acks balance and the practical orientationn ecessary to meet
the needs of the agriculturals ector. The school presently offers certificate-
level (grades 10-11) and diploma-level( grades 12-13) courses.
3.11 The need for agricultural professionals is likewise not satisfied.
No university-levele ducation in agriculture is available in Guyana, and
although scholarshipsa nd loan funds have been set up to enable Guyanese to
study at overseas universities,f ew training places have been available to
them in some of the specializedf ields such as veterinarys cience. Moreover,
only a few of the trainees have returned to Guyana, and the salary levels
for professionalso ften are too low to keep them in the country long enough
to satisfy national needs. In the Ministry of Agriculturet here are only six
veterinarianst o cover the whole country. Important as such specialists are
in the development of a country's economy, the manpower requirementsi n these
specialized fields arise on so small a scale that in the Caribbean region no
- 7 -
one country car.a fford to build and operate a training center to satisfy only
its own requirements.
Non-formal Education TRsraining
3.12 Although: G'i'yr- nas several non-formal education and training pro-
grams for trainiig sk4L.!id wozkers, technicians, supervisors, managers and
farmers, thus far uoog zams have had little impact on the economy. In
the fields of indusc-F-PU trLining there is no consistencya nd coordination
between the formal aai.. on-formal education and training programs. Two tech-
nical institutes opcrnte part-time courses, combined with evening attendance,
for about 220 train<es at the technician level and a little more than 1,000
at the craftsman level. These courses do not add a significantn umber of new
workers to the labor iorce because over 80% of them are already employed;
nonetheless, they represent a considerable contribution to the upgrading of
skills within a labor force often found to be seriously under-qualified.
Under the control of t'heM inistry of Labor, small-scalea pprenticeships chemes
are under way in many small firms, with an intake of about 200 per year. Two
major industries,s ugar and alumina/bauxite,c onduct on the-job training pro-
grams. The Government.s industrialT raining Center, establishedw ith USAID
assistance,r epresentsa  significantd eparture from traditionalt echnical
education; however, its limited program, with an annual output of 100-150,
has less impact on employment and the economy than the other programs.
3.13 There is no organized provision for the training of farmers or for
the upgrading of agricultural extension agents. Programs are under way to
motivate and organize farmers and workers for cooperativesa nd to train leaders
and managers of these cooperatives. One agriculturali nstitutew as established
in 1973 to train 25 prospectivey oung farmers per year as a pre-requisitet o
land allocation,b ut so far it has had little impact and offers little scope
for the training of practicing farmers. The extension service is understaffed,
with inadequatelyt rained agents, and is not able to perform effectively. Its
communicationsu nit, which is responsible for producing extension materials
and operating radio programs, lacks the necessary facilities and equipment to
do its work properly.
Education DevelopmentS trategy
3.14 The Government'se ducation developments trategy emphasizest he
fostering of attitudes relevant to the national goal of self-sufficiencyi n
feeding, clothing and housing the nation, and the orientationo f education
and training toward providing a basis for practical and versatile skills
beyond traditionaia cadenic attainments. Self-reliancea nd self-employment
are important aspects cf education objectives. These objectivesd irect the
content of education nct orxly to offer specific practical or vocational
training programs, but also to broaden the curriculumo f general education,
whether it be at -he basic or secondary level. These approachesi n turn lead
to redefinitiono f tea,_hert raining programs, to review of school/community
relationshipsa nd appropriatenesso f physical facilities,a nd to reconsidera-
tion of the structure of the formal education system. This strategy conforms
to the national po11ic7f or economic development (para. 2.03).
- 8 -
3.15 The Government's initial program in this direction was the estab-
lishment of multilaterals econdary schools, supportedb y the first Bank/IDA
education project in 1969. Since then the Government has pursued more active
programs aimed at improving efficiencya t the primary level and providingm ore
meaningful learning opportunitiest o the majority of secondary level students
who remain in the "tops" of primary schools. The Governmentn ow plans to
establish community secondary schools to offer these students a program which
will be more socially and vocationallyo riented; it will prepare them for
undertaking further training or work, while introducingn ew procedures for
allowing late developerst o transfer into the regular secondarym ultilateral
system. These community secondary schools will also serve the needs of adults
and out-of-schooly ouths after school hours, thus becoming the focal point for
non-formal education and training in each community. The Government'sp lan
envisages the establishmento f 63 such community secondary schools for about
37,000 students, to replace all the "tops" of primary schools during the next
ten years. The Government intends to implement the plan in two five-year
phases. In the first phase, 30 community secondary schools will be established
to accommodate some 17,400 students, leaving only about 40% of secondary-level
students in the "tops" of primary schools, compared with the present 75%. In
the second phase the remaining 33 schools will be established.
3.16 In its education developments trategy, the Governmenta lso intends
to extend the diversified curriculumo f the multilaterals chools to the exist-
ing secondary schools by providing practical-subjectt eaching facilitiess uch
as workshops, laboratoriesa nd homecraft rooms. Thus the ultimate objective
is to have only two types of secondary schools--multilateraaln d community--
with a built-in system of transfer between them (Chart I). By 1981, according
to the Government'sp lan, about one-third of the 50 secondary schools (Govern-
ment and Government-aided)w ill operate as multilateral-types chools. Imple-
mentation of this plan, together with the community secondary school program,
will generate a substantial increase in the demand for trained secondary teachers,
both for academic and technicals ubjects and for supervisorys taff (Annex 4).
The Governmentp lans to meet this demand by constructingn ew premises for the
Secondary Teachers' Training College and by conductinga  program for the
training of technicals ubject teachers in cooperationw ith other teaching
institutionss pecializing in the fields of agriculture,t echnologya nd home
economics. To ensure full implementationo f the concept of new curricula for
the community and multilaterals chools, the Governmenti ntends to appoint
some supervisorys taff in the Secondary Teachers' Training College so that
they can both teach and supervise.
3.17 As a corollary to the emphasis now being given to developmento f the
riculturals ector, the Governmentp lans to strengthena griculturale ducation
and training in order to (i) alleviate the shortage of agriculturalp rofessionals
and technicians;( ii) provide the rural populationw ith systematice ducation/
training aimed at the organizationo f cooperatives,m otivationf or achieving
self-reliance,a nd improvemento f productivity;a nd (iii) introduce a scientific
method of imparting better knowledge of agriculturalt echnology.
-9-
3.18 To this end, the Governmenti ntends to expand and improve the facil-
ities of the Guyana School of Agriculture (para. 3.10), the country'so nly agri-
cultural education institutiona t the post-secondaryl evel, and to improve the
quality of its teaching staff and the relevanceo f the curricula. The Govern-
ment also plans to phase out the certificate-levelc ourse (grades 10-11) in
view of its policy to establishr ural training centers (para. 5.15), which
would train young farmers at a lower cost, and because of the lack of demand
for such graduates in the organized sector. To meet manpower requirementsi n
specialized fields, the Governmentp lans to collaboratew ith other Caribbean
countriesi n establishingr egional training centers. A first step in this
collaborationw as taken recently with the launchingo f a program for training
animal health technicians( paras. 5.18-5.20).
3.19 As agriculturald evelopmenti s highly dependento n the effective-
ness of extensions ervices, the Governmentp lans to strengthent he activities
of the AgriculturalC ommunicationsU nit of the Ministry of Agriculturea nd to
establisha  program for systematici n-servicet raining of extension and other
agriculturalp ersonnel. To increase agriculturalp roductivitya nd improve
rural living conditions,t he Governmenta lso intends to establishs ome pilot
rural training centers,w ith the first ones located in areas where major
agriculturald evelopmentp rojects are being launched.
3.20 In the field of vocationala nd technicale ducation,t he Government's
strategy is to review the effectivenesso f all the existing programs,t heir
relationshipt o employmentm ari-etsa nd the social rates of return on invest-
ment in vocationala nd technica!e ducation,b efore making any further signifi-
cant investment( paras. 2.06, 3.)9 and 5.22). To this end, the Government
establisheda  tripartitea dvisory council, consistingo f representatives
from the Government,e mployersa nd workers, for vocationala nd technical
educationu nder the Minister of Education. The Bank would also assist in
the assessmento f the effectivenesso f vocationala nd technicale ducation
(para. 5.22).
3.21 In general, the Government'se ducation developments trategy appears
to be consistentw ith national socio-economicp olicies as explicitlys tated
or implicit in the Second DevelopmentP lan (para. 2.03). The targets and
timing of some aspects of the strategy, however, appear too ambitiousa nd
are not readily reconciliablew ith the intended sectoral distributiono f
resources. In particular,t he plannrd programs for establishingc ommunity
secondary schools and more multilatetal-type schools have not been tested
against constraintst o the supply of qualified teachers and to social insti-
tutions, nor have the financial constraints( paras.4 .02-4.03)b een fully
taken into account. The rate of expansiono f the rural training centers as
well as of the communitys econdarys chools needs to be decided on the basis
of an evaluationo f the experienceg ained during the initial phase (para.
5.07). Furthermore,e xpansiono f the GeorgetownT echnical Institutea t
this stage appears to be inconsistentw ith the Government'sd eclared policy
to review the effectivenesso f vocationala nd technicale ducationb efore
making any significanti nvestmenti n this field (paras 1.04 and 3.20).
- 10 -
Policies and programs for trainingm anpower needed in the directly productive
sectors such as agriculturea nd livestockw arrant priority and should be
supported.
IV EDUCATION FINANCE
4.01 Guyana bears a high level of educatione xpenditure. Although the
share of educationi n Governmente xpenditurer emained low at 14-15% during
the past five years (Annexes 5 and 6), its share in the GDP reached 5.8% in
1974. On a per capita basis, Government education expenditures (in 1974
prices) rose from US$21 in 1969 to as high as US$35 in 1974 (Annex 1). The
fact that the proportiono f educatione xpenditure in GDP is high, while
the proportion in Government expendiiurea ppears low, is attributablei n part
to the sluggish growth in GDP and in part to the importanceo f the Government
sector in Guyana. That sector accounts for as much as 40% of GDP and public
education is free from primary through secondary level (grade 11). The
Central Government, through the Ministry of Education,h as the major respon-
sibility for financing public education,w hich is the largest single element
in its recurrent expenditure. Virtually all school-agec hildren are enrolled
at the primary level and dropout rates are low even at the secondary level.
Expenditures for both of these levels account for more than 80% of Government
recurrent expenditureo n education.
4.02 With the priority development programs in the directly productive
sectors having large claims on Government resources,t he education sector's
share of Government capital expenditure, as in the past, is not likely to
exceed 10%. This means that during the next five years a maximum of only
US$8.5 million would be allocated each year to investmenti n the education
sector. Even on the assumptiont hat each year the Governmentw ill be able
to accommodatea bout 1,000 students in the "'tops"p rogram by convertings ome
primary schools, the first-phaset argets of the ten-year plan for the commu-
nity secondary schools alone (para. 3.15) would cost about US$3.1 million
per year (Annex 3). This would leave only about US$5.4 million per year,
which is insufficientt o cover investmenti n the remaining education and
training programs (Annex 6 and para. 3.15). For instance, if half of the
existing secondary schools were to be converted into the multilateralt ype
by 1981, this alone would require a capital contributiono f about US$3 mil-
lion each year. The Governmentw ould thereforeh ave to reassess its timetable
for implementingt he educationd evelopmentp rogram, particularlyf or the reform
of secondary education)e ven though it has high priority in the Government's
investment program. These constraintsh ave been taken into considerationi n
the appraisal of the project. The project would require on the average an
investmento f about US$5 million annually,w hich would be within the manage-
able limits of the Government'sf inancial capacity while leaving reasonable
capacity for other priority programs.
4.03 As the Government'ss trategy for developinge ducation and training
emphasizesm ainly improvemento f the quality of education and technician
training in the industriala nd agriculturalf ields, the recurrente xpenditures
- 11 -
per student are bound to increase: the community school program alone would
increase the unit recurrent cost by about 62% over the present cost for the
"tops" of primary schools. However, since the educationd evelopments trategy
also has built-in efficiencyf actors -- such as a more economicalc lass size,
a reasonable student/teacherr atio and heavy use of nonformal training schemes
-- the overall increase in recurrent expenditurew ould be kept lower than
otherwise. Therefore,i n 1981 when most of the project institutionss hould
be fully operational,t he recurrent expenditureo n educationw ould account
for about 18.3% of the Government's total recurrent expenditure,w hich is a
moderate increase compared with the present ratio of 16.5% (Annex 5). Al-
though the proposed project would gfnerate annual recurrent expenses of about
US$2.7 million, which would be about 8% of the projected total recurrent
expenditureo n education in 1981, the net additional expenditureg enerated
by the project would be about 20% lower, since many of the institutionsi n-
cluded in the project are existing ones. Lhe project's recurrent cost, there-
fore, would not constitutea n undue burden on the Government'sf inancial
capacity.
4.04 Thus, by 1981 the implementationo f the Government's educationd e-
velopment *Lrategy would require education expenditure (in constant prices)
to grow by about 4% per year. However, the education sector's share in the
GDP would decline slightly, from the present 5.8% to 5.2%, since the GDP is
expected to grow faster than in the past.
V. THE PROJECT
Project Strategy
5.01 The proposed project is designed to support the priority areas of the
Government'se ducationd evelopment strategy, and aims at (i) improvinge ffi-
ciency and the relevance of the education system to the needs of the economy
and the local communities;( ii) meeting specific manpower requirementsi n
priority sectors of the economy, particularlyt he agriculturals ector, to
support the economic developments trategy and enhance the absorptivec apacity
of productive sectors; and (iii) increasingt he productivityo f the work
force and developingg reater self-reliancea mong workers. The project would
assist in improving secondary education and strengtheninga griculturale du-
cation and training by enabling the Government to (a) initiate a pilot program
of new community secondary schools that would offer the majority of primary
school graduates a more meaningful and employment-orientedp rogram; (b) extend
the diversified curriculumi ntroduced in the multilateral secondary schools
under the first Bank/IDA project; (c) provide facilitiesf or secondary teacher
training, to include constructiono f a new college; and (d) expand both formal
and non-formalt raining opportunitiesf or farmers, rural residents,e xtension
workers, animal health techniciansa nd other types of agriculturalt echnicians.
The prolect would also complement the activities of other multilateral and
bilateral aid agencies (paras. 5.09 and 5.18).
- 12 -
Project Content
5.02 The project would consist of:
(i) Construction, furnishing and equipping of educational
institutions as outlined in the following table:
Student Places
Number Addi- Replace- Boarding Staff
Type of Institution New Extension tional ment Places Housing
Community Secondary
Schools 7 - - 4,500 -
Multilateral Secondary
Schools - 10 1,680 - - 4
Secondary Teachers'
Training College 1 - 380 70 - -
Agricultural Technician
Training Institute - 1 88 - 88 _
In-Service and Communi-
cations Center 1 - 30 - 26 2
Rural Training Centers 6 - 216 - 152 10
Regional Animal Health
Training Center 1 - 72 - 72 1
TOTAL 16 11 2,466 4,570 338 17
(ii) Provision of technical assistance comprising 7 man-years
of specialist services and 57 man-years of fellowships
to support implementation and operation of the above project
items;
(iii) A study to assess the effectiveness of the vocational and
technical education and training system in meeting the
country's socio-economic objectives and manpower needs.
Elements of the Project
5.03 A Pilot Program of Community Secondary Schools. The project would
assist in establishing seven pilot community secondary schools, with a total
of about 4,500 student places, to help provide more meaningful education
for a large number of secondary-level students who are presently in the "tops"
(grades 7-9) of primary schools (paras. 3.05 and 3.15). These schools would
offer during the first three years a balanced general education including
practical subjects, that would comprise 30% of the curriculum, and during
the next vear (or less) short-term vocational training courses in one or two
selected skill trades based on the occupational needs of each community.
These schools, each with about 640 student places, would have practical-
subject teaching facilities such as workshops, laboratories and homecraft
rooms.
- 13 -
5.04 These seven pilot communitys econdary schoolsw ould replace the
"tops" of about 25 out of the 373 primary schools which have such "tops,"
eventuallyp roducing about 1,000 graduates annually. Establishmento f these
new schools over the long term will also enable the primary schools to im-
prove their quality and efficiencyb y alleviatingt he existing unhealthya nd
overcrowdedc onditions. These pilot schools would be centrally located in
relation to feeder primary schools. Because of their pilot nature, the com-
munity schools included in the proposed project would be located in commu-
nities with three distinctives ocio-economicb ackgrounds( interior,r ural
and urban), so as to serve as the basis for evaluationa nd future development
of this type of schooling in other communities. Seven of the 12 educational
districts in the country would have one such school (see Map). The additional
teaching staff required in these schools would be supplied by the Teachers'
Training College to be constructedu nder the project.
5.05 The detailed curriculumf or the first three years of the community
secondary schools is already being developed and is under experimentation.
Work on the vocational courses is expected to start as soon as this curricu-
lum developmentw ork is completed. However, assurancesw ere obtained from
the Government that this work would be completedf or review with the Bank/IDA
within one year from the date of signing of the Loan/CreditA greements. To
allow late developers in the communitys chools to transfer to the regular
secondary schools, a new procedurew ould be developed and would replace the
PreliminaryC ertificatea nd College of PreceptorsE xaminations,w hich have
had an adverse effect on the developmento f sound educationp rograms (para.
3.05). Transfer would be allowed only once, at the end of the third year, up
to which core courses would be common to both the community and the multi-
lateral secondarys chools. Assurancesw ere obtained from the Governmentt hat
the administrativea nd legal arrangementsf or the establishmento f this
transfer procedurew ould be completeds ix months before the scheduled opening
of-t he first pilot community school.
5.06 These communitys chools would also serve the trainingn eeds of
adults and out-of-schooly ouths after school hours, thus becoming each com-
munity's focal point for non-formale ducation and training. Use of the
facilitiesf or such training programs would be planned by the local govern-
ment, assisted by the field staff of the Ministry of CooperativeD evelopment
and of the Adult EducationA ssociation,w ho work in cooperationw ith the
Ministry of Education. Assurancesw ere obtained from the Governmentt hat it
would make available the school facilitiesa fter school hours for community
trainingp rograms.
5.07 As the communitys econdarys chools are forerunnerso f the educa-
tion reform efforts and have a far-reachingi mpact on the rest of the educa-
tion system, their operation will have to be monitored and evaluatedo n a
continuingb asis. Assurancesw ere thereforeo btained from the Government
that it would establishe valuationp roceduresa nd a tracer system to follow
up on the progress of students of the pilot communitys econdary schools,
both while in school and after graduation.
- 14 -
5.08 MultilateralS econdary Schools. To extend the introductiono f the
diversifiedm ultilaterals chool curriculumi nto existing academic secondary
schools (para. 3.16), the project would assist in the conversiono f and ex-
tension of such curriculumt o ten existing secondarys chools by providing
practical-subject eaching facilitiesc omprising1 9 workshops, 19 laboratories
and 19 homecraft rooms. These facilitiesw ould also allow an increaseo f
about 1,680 in enrollmentsa nd would serve a total enrollmento f 6,630 stu-
dents, which is about one-fourtho f total enrollmento f secondarys chools.
5.09 The schools which would have these extensionsw ere selected with
a view to keeping a balance among ethnic groups and with the locationso f the
six new multilaterals chools financed under the first Bank/IDA project. Two
of the schools would be located in Amerindian settlementsi n the interior;
hence, four staff houses would be provided. Some workshops and laboratories
in five of the schools would house equipment recently provided by CIDA
(US$275,000).
5.10 SecondaryT eachers' Training College. The project would provide
for constructiono f a new Secondary Teachers'T raining College (grades 12-14),
with a capacity of 450 places to produce 150 trained teachers annually
(para. 3.07). Together with the annual output of 20 - 30 universityg raduates,
this would ensure an adequate supply of secondarys chool teachers for Guyana's
needs. For the training of an adequate number of practical-subject eachers,
the college would develop a cooperativep rogram with existing institutionsi n
the fields of agriculture,t echnologya nd home economics. To facilitatet his
close cooperation,t he collegew ould be sited at Turkeyen adjacent to these
institutions and to the Primary Teachers' College and the University of
Guyana. However, assurances were obtained from the Government that it would
ensure that the Secondary Teachers' Training College launches a cooperative
program with the Guyana School of Agriculture (GSA), Georgetown Technical
Institute (GTI), and Carnegie School of Home Economics (CSHE)w ithin one year
from the signing of the Loan/CreditA greements,s o that the practical-subject
teacher trainees will be offered pedagogic instructioni n the Secondary
Teachers'T raining College and specializeds ubjects training in the respective
training institutions.
5.11 In addition to the three-yearp re-servicet raining courses, the
college would also provide systematici n-servicet raining,o f varying dura-
tion, to upgrade the quality of existing secondary school teachers. Assur-
ances were obtained from the Governmentt hat it would complete the preparation
of a revised and comprehensivep rogram for in-servicet raining for review
with the Bank/IDAw ithin six months from the signing of the Loan/Credit
Agreements.
5.12 AgriculturalT echnicians'T raining Institute. The project would
provide for expansiona nd improvemento f the facilitieso f the Guyana School
of Agriculture (para. 3.18). This expansionw ould enable the school to
almost double its capacity (from 128 to 216 student places) to fill the gap
in the country'ss upply of agriculturalt echniciansa nd teachers and to train
them by offering a larger applied and practical course content. The school
- 15 -
would also offer courses in basic science and animal husbandry for the pro-
posed Caribbean Animal Health Technicians' Training Center (para. 5.18). The
institute would produce about 105 technicians annually, about half of whom
would be absorbed by the extension service and the rest by other governmental
agencies and the private sector. Assurances were obtained from the Govern-
ment that it would phase out the certificate-level course with the establish-
ment of the rural training centers included in the proposed project.
5.13 Agricultural Extension In-Service Training and Communications Center.
The project would provide for establishment of an In-Service Training and
Communications Center in the Ministry of Agriculture (paras. 3.13 and 3.19).
The Center would train annually about 400 agricultural officers in short
courses of one or two weeks' duration, which would emphasize extension
techniques and advanced agricultural technology required for implementation
of the Government's strategy to diversify and specialize agricultural produc-
tion. The Center would also absorb the existing Agricultural Communications
Unit, expanding the Unit's work area, equipment and other facilities to
enable it to do its job more effectively. To take advantage of the existing
amenities such as a library and food services, the Center would be located
adjacent to the Guyana School of Agriculture.
5.14 The Principal Agricultural Officer-Education and Extension would
be in charge of the Center and, in association with other senior officers
of the Ministry, would develop training programs, select appropriate
lecturers, and decide on the priorities of the Communication Unit's work.
Assurances were obtained from the Government that it would appoint a train-
ing officer, under the Principal Agricultural Officer-Education and Extension,
to ensure that the Center operates efficiently.
5.15 Rural Training Centers. The project would provide for the construc-
tion and equipping of six rural training centers in the areas where the Govern-
ment is developing major agricultural projects (paras. 3.13 and 3.19). Each
center would have, in addition to boarding facilities, a classroom for 36
trainees, two staff houses, either a workshop or home economics laboratory,
and a demonstration farm. Two of the six centers would be provided with addi-
tional equipment to help farmers clear and cultivate forest land and open up
new arable land.
5.16 These centers would offer a variety of short courses (one or two
weeks) in such fields as commercial farming, organization of cooperatives,
rural construction, nutrition, home economics and child care, for both prac-
ticing and prospective farmers and for rural women. The six centers together
would train a total of about 8,100 persons annually. In addition, the centers
would serve senior students of the Guyana School of Agriculture for their
field training and would become focal points for farmers' meetings and for ex-
changing information on all aspects of development activity in the areas they
serve.
5.17 The centers would be operated by the Agricultural Officer of the
District Agricultural Extension Office, and their programs and administration
would be coordinated by the Training Officer, who would also be responsible
- 16 -
for operating the Agricultural Extension In-Service Training and Communica-
tions Center (para. 5.14). The teaching staff would be provided mainly by
the agricultural and livestock extension staff, who would also select the
trainees, transport them to the centers and follow up on their training in
the field. Assurances were obtained from the Government that it would reviewv
with the Bank/IDA the operations and programs of the centers on an annual
basis.
5.18 Caribbean Animal Health Technicians' Training Center. The project
would provide for establishment of a Caribbean regional center for the train-
ing of animal health technicians (paras. 3.11 and 3.18). This proposed Carib-
bean Animal Health Technicians' Training Center would be staffed by qualified
veterinarians in the Caribbean region, and would offer a two-year course in
animal health to train technicians who will work under the supervision of
qualified veterinarians. It would have a capacity for about 72 students and
would be provided with one staff house and boarding facilities for all the
students. The Center would be located adjacent to the Guyana School of Agri-
culture so as to make use of the latter's basic science courses and the exist-
ing amenities. Equipment and technical assistance necessary for the Center's
development at the initial stage (1974-75) are being provided under a UNDP
project.
5.19 With this regional approach, investment will be more efficient and
the participating countries will benefit from the economies of scale in train-
ing technical manpower. By producing technicians instead of highly qualified
professionals, the Center will meet the basic requirements for veterinarian
services at a lower cost in a short period of time, while enabling each
country to make more effective use of the limited number of qualified
veterinarians.
5.20 While only the Government of Guvana, as the major beneficiary, would
be responsible for financing the Center's physical facilities, other Caribbean
countries have agreed, in principle, to share the operating costs (Resolutions
I and II of the Intra-Caribbean Conference in Janaica in February 1974). Sub-
mission of evidence that Caribbean countries, other than Guyana, wotuld use
and share the operating costs of, not less than 50 places of the Center would
be a condition for disbursement of the funds related to this project item.
5.21 Technical Assistance. To assist the governmental agencies in imple-
menting the project and to improve the quality of the teaching staff in the
project institutions, the project provides for a total of 7 ran-years of
specialist services and 57 man-years of fellowships (Annex 7). The special-
ists would assist the Government in (i) drawing up a new education law and
programming the educational reform measures; (ii) developing curricula in the
GTI and GSA, and strengthening the liaison between these institutions and em-
ployers; and (iii) operating the rural training centers and the Agricultural
Extension In-Service Training and Communications Center. The fellowships would
be provided mainly to upgrade the quality of supervisory and teaching staff
for practical subjects in the project institutions.
- 17-
5.22 Proposed Study. The project provides for a study that would assess
the effectivenesso f vocationala nd technical educationi n meeting Guyana's
socio-economico bjectives,a nd identify priorities for the long-term investment
in educationa nd training (paras. 2.06, 3.09 and 3.20). The study would give
particulara ttention to determining:
(i) the causes and characteristicso f migration,b oth in and out
of Guyana, and its impact on the labor market and manpower
requirementsi n the domestic industries;
(ii) the educationf actors involved in out-migrationa nd the
implicationsf or the social rates of return on investment
in vocational and technical education;
(iii) new measures that may be required in vocationala nd technical
education and in other institutionala rrangementst o meet
domestic manpower needs and keep skilled workers from migrat-
ing to other countries.
A team of both local and foreign specialistsw ould carry out the study. This
study would be undertakenw ithin the wider frameworko f UNDP-financedp roject
on regional human resource development.
Cost of the Prolect
5.23 The total cost of the project, net of taxes, is estimated at
US$18.9 million. The breakdown by type of expenditure,s hown in detail in
Annex 8, is summarizedo n the next page:
- 18 -
G$ (millions) US$ (millions) % of
Local Foreign Total Local Foreign Total Total
a) 7 Community Secondary
Schools 5.6 5.5 11.1 2.8 2.8 5.6 29.6
b) 10 Multilateral Secondary
Schools (Extension/
Remodeling) 2.5 2.3 4.8 1.3 1.1 2.4 12.7
c) 1 Secondary Teacher
Training College 0.9 0.8 1.7 0.5 0.4 0.9 4.8
d) 1 Agricultural Technician
Training Institute
(Extensions) 0.4 0.4 0.8 0.2 0.2 0.4 2.1
e) 1 Agricultural Extension
In-Service Training and
Communications Center 0.4 0.3 0.7 0.2 0.2 0.4 2.1
f) 6 Rural Training Centers 1.4 1.6 3.0 0.7 0.7 1.4 7.4
g) 1 Regional Animal Health
Technician Training
Center 0.6 0.4 1.0 0.3 0.2 0.5 2.6
h) Technical Assistance 0.1 1.2 1.3 - 0.6 0.6 3.2
i) Study and Project
Administration 0.8 0.3 1.1 0.4 0.2 0.6 3.2
Base Cost Estimates 12.7 12.8 25.5 6.4 6.4 12.8 67.7
j) Contingencies 6.2 6.0 12.2 3.1 3.0 6.1 32.3
(i) Physical (8%) 1.1 1.0 2.1 0.5 0.5 1.0 5.3
(ii) Price (37%) 5.1 5.0 10.1 2.6 2.5 5.1 27.0
TOTAL 18.9 18.8 37.7 9.5 9.4 18.9 100.0
5.24 The base costs are estimated in prices projected to the end of
December 1974, assuming a price increase of 20% in 1974 (Annex 8). Added to
these base cost estimates are contingency allowances for (a) unforeseen factors
equal to 10% of the estimated base costs for civil works and 5% for furniture
and equipment; and (b) expected price increases varying between 17% in 1975
and 15% p.a. in the subsequent three years for expenditures on civil works,
equipment and furniture and for both local and foreign currency costs based
on the recent inflation trend in Guyana, which exceeded international inflation.
The price contingency allowances for the categories of technical assistance,
the study, and project administration are based on expected price increases
of 11% in 1975 and 7.5% p.a. during the rest of the project period. All con-
tingency allowances amount to US$6.1 million, or 48% of the base cost estimates
(Annex 9).
- 19 -
5.25 The constructionc ost estimatesw ere derivedm ainly from the updated
prices of the civil works contracts for the first Bank/IDA educationp roject.
The base cost estimatesw ere, however, adjusted to reflect the maximum use
of local building materials and economicaln orms and standardsi n the design
and constructiono f the project institutions. Further, the constructionc ost
was computed net of taxes, which representa bout 5% of the constructionc on-
tracts. The result is that the estimateda verage school constructionc ost
(includings ite developmentc ost) ranges from US$161 to US$177 equivalent
per square meter of the gross floor area, which is an upper medium level
among the Bank-financedp rojects (Annex 10). In particular,s tandards in
the design and constructiono f the rural training centers are modest and
conform to local conditions. The Governmentp lans to seek arrangementsf or
community self-helpf or the civil works in the communitys econdary schools
and rural training centers, so as to furtherr educe the project cost and
stimulatec ommunity action. A local cost adjustmentr anging from 8% to 30%
has been made for the project institutionso utside the Georgetowna reas to
allow for differencesi n transportationc osts and availabilityo f local skilled
labor and building materials.
5.26 Furniturea nd equipmentc ost estimatesa re likewise based on actual
costs incurred in the first project. Some allowancesw ere made in updating
the costs to December 1974 and for higher transportationc osts because the
proposed project institutionsw ould be more dispersed than those of the first
project.
5.27 As in the first project, the salarieso f the Project Unit's director,
general educator,a rchitect,a ccountanta nd procuremento fficer as well as
costs for office supplies and transportationh ave been included in the project
cost.
5.28 The foreign exchange componento f the project would be about US$9.4
million equivalent,r epresenting5 0% of the total project cost (Annex 8). It
was calculatedo n the basis of experiencei n the first project, as follows:
site works, building construction,a nd professionals ervices, 41%; furniture,
25%; equipment,9 5%; technicala ssistance,9 2%; and the study and project
administration,2 7%.
VI. IMPLEMENTATIONA ND DISBURSEMENT
Project Administration
6.01 To take advantageo f experienceg ained in the first Bank/IDA proj-
ect, the existing Project Unit, which was establishedw ithin the Ministry of
Educationa nd has performeds atisfactorily,s hould continue serving as the
implementinga gency for the proposed project and be responsiblef or (a) the
overallm anagemento f project implementation,( b) coordinationw ith other
ministriesa nd parties involved in the project, and (c) liaison with the
- 20 -
Bank/IDA, The services of the project director for the first project would
be extended so that he can assume responsibility,o n a full-timeb asis, for
both the first and the proposed project. The Project Unit would be strength-
ened by the appointmento f two additionals taff members, both of whom would
serve full-time: a project educator, to assist the director in carryingo ut
administrativea s well as educationalr esponsibilities,a nd a project archi-
tect. The procuremento fficer and accountantp ositions (both full time)
would remrain. The project director would be directly responsiblet o the
Permanent Secretary of the Ministry of Education,b ut would be empoweredt o
make all day-to-dayd ecisions related to the operationo f the Project Unit
and have direct access to all relevantm inisters whenever necessary.
6.02 In addition, the Governmenta gencies involved in the project, that
is, the Ministry of National Developmenta nd Agriculturea nd the Guyana School
of Agriculture,w ould each designate senior officialsw ho would be respon-
sible for implementationo f the technicala spects of the project components
related to the Ministry or School and for maintainingl iaison with the Project
Unit. The Governmentw ould also provide the Project Unit with adequate sup-
port staff, facilitiesa nd any other resources that may be required. Exten-
sion of the services of the project director for the first project and appoint-
ment of the project architecta nd the liaison officers,a cceptablet o the
Bank/IDA,w ould be a conditionf or effectivenesso f the loan/credit.
Sites
6.03 The sites have already been selecteda nd found acceptablef or all
project institutionsa nd extensionse xcept for the seven pilot communitys ec-
ondary schools. Assurancesw ere obtained from the Governmentt hat it would
select sites acceptablet o the Bank/IDA for these communitys choolsw ith suffi-
cient lead-time to avoid delays in construction.
Procurement
6.04 Contracts for civil works would be awarded on the basis of competi-
tive bidding advertisedl ocally and in accordancew ith local procedures,w hich
are satisfactoryt o the Bank/IDA. Since most civil works are of small size,
scattered throughoutt he country, foreign contractorsa re not expected to be
interested;b ut they would not be precluded from bidding. Guyana has now
six major constructionf irms and about 20 small contractors. They are com-
petitive and capable of carrvingo ut the constructioni nvolved in the project.
Contracts for furniture and equipn,znt would be awarded on the basis of inter-
national bidding in accordancew ith Bank/IDA guidelines. However, furniture
and equipmentt hat cannot be grouped in packages of at least US$5,000 would
be procured on the basis of the Borrower'sr egular procedures. Procurement
under these procedures would not, in aggregate, exceed US$215,000 equivalent
or about 10% of the total cost of furniture and equipment. Since Guyana is
a member of the CaribbeanC ommunity (CARICOM),d omestic and other member
countries' manufacturersw ould receive preferential treatment in bid evalua-
tions. The preferentialm argin for domestic manufacturers would be limited
- 21 -
to 15% of c.i.f. costs of imnorts or of the applicablei mport duties, which-
ever is lower. The preferentialm argin for other members of CARICOM would
be limited to 15% of c.i.f. costs of imports or the differencei n tariff,
whichever is lower.
Disbursements
6.05 The proposed loan/credito f US$12 million would cover the foreign
exchange componenta nd 27% (US$2.6m illion) of the local currency costs. It
would be equivalentt o 64% of the total project cost of US$18.9 million. The
loan/creditw ould be disbursedo ver a period of four years (Annexes 11 and 12).
Retroactivef inancingn ot exceedingU S$300,000 is recommendedf or expenditures
made since July 1, 1974 in respect to expenses for professionals ervices,
technical assistancea nd project administration. Any surplus funds of the
loan/creditw ould be used for priority items closelyr elated to the original
project, subject to the Bank's approval.
VII. AGREEMENTSR EACHED AND RECOMENDATIONS
7.01 During loan/credit negotiations, agreement was reached with the
Governmento n the followingp oints:
(i) completiono f curriculaa nd transfer procedures,u se of
the facilities for community training programs, estab-
lishment of evaluation procedures and tracer systems,
and selection of suitable sites in respect to the com-
munity secondary schools (paras. 5.05 - 5.07 and 6.03);
(ii) initiationo f a cooperativep rogram for the training of
practical subject teachers and preparationo f an in-ser-
vice training program in respect to secondaryt eacher
training (paras. 5.10 and 5.11); and
(iii) phasing out of the certificatep rogram in the Guyana
School of Agriculture,a ppointmento f an officer respon-
sible for the training of farmers and extensiono fficers,
and review of the operationalp rograms of the rural train-
ing centers (paras. 5.12, 5.14 and 5.17).
7.02 A conditionf or effectivenesso f the loan/creditw ould be the extension
of the services of the project director for the first project and the appoint-
ment of the project architecta nd the liaison officers,a cceptablet o the
Bank/IDA (para. 6.02).
7.03 A conditionf or disbursemento f funds related to the proposed
CaribbeanA nimal Health Technicians'T raining Center would be submissiono f
evidence that Caribbean countries,o ther than Guyana, would use, and share
the operating cost of, not less than 50 places of the Center (para. 5.20).
- 22 -
7.04 The proposed project is suitable for blend financing consisting of
an IDA credit of US$4 million equivalento n standard terms and a Bank loan
of US$8 million equivalentt o the Governmento f Guyana, for a repaymentp eriod
of 30 years, includinga  10-year grace period.
April 3, 1975
44"~~~~~4~4  ~ ~ . . . .1 . . .. = 4 .4. .. . . .4 44.4.4.
A A~~~~~~~~~~~~~~~44
C~~~~~~~~~~~~~~~~~~~~~~~~~tz
4.4  44  4 4 4 4 ~ 4 4 4 4 4 4 4 4 4 4 4 A4 4 44Z4 4 4 4 4 4 4 4 

GUYANA
Second Education Project
Public Education: Structure, Enrollments and Teachers, 1973
Percent Pupil!
Teaching of Staff Teacher Population Enrollment as
Level Grades Age group Enrollment Staff Qualified Ratio of age group percent of age group
PRIMARYL EVEL 1-6 6-11 131,580 3,979 42 33:1 142,651 93
UPPER PRIMARffL EVEL 7-9 12-14 38,359 1,804 44 21:1 62,800 61
SECONDARLYE VEL 7-11 12-16 24,237 1,020) 24:1 100,400 24
) ~62
UPPER SECONDARYLE VEL 12-13 17-18 660 30) 21:1 35,9°° 1.8
TEACHERT RAINING (P) 12-13 17-18 292 24 100 12:1 35,9oo o.8
TEACHERT RAINING (S) 12-14 17-19 73 121/ 100 6:1 53,700 0.1
HOME ECONOMICS 10-11 15-16 127 241/ - - 39,000 0.3
VOCATIONASLC HOOLS 10- 15- 105)l 6 n.a. 17:1 - -
TECHNICALI NSTITUTES 12-13 17-18 3,0742/ 228 70 13:1 35,900 9
SCHOOLO F AGRICULTURE 10-13 15-18 111 9 67 12:1 39,000 0.3
UNIVERSITYO F GUYANA 12- 17- 1,4411/ 118 100 12:1 - -
UNIVERSITIES ABROAD 14- 19- 1084/ - - -
1/ Mainly part time. >s
2/ Full-time equivalent. X
3/ Part time.
;/ In the University of West Indies.
Source: Ministry of Education and University of Guyana.
GUYANA
Second Education Project
Public Enrollments in the Secondary Education Systgm 1_i9q9-1988
Actual -- Projection ->
Grades 1968/69 1962/70 1970/71 1271/72 1972/73 1973/74 1976/77 1981/82 1987/88
7 3.368 3,548 3.4i5o 4,0O77 4,255 4,3oo 5,300 5,600 5.900
8 3,403 3,981 4,369 4,254 5,027 4,600 5,600 52800 6,ooo
9 3,388 3,70 4 4,260 4,587 4,508 5,000 5,700 5,900 _6,200
10 3,3'87 3,641 4,143 4,78 4,714 4,800 6,loo 6,200 6,300
11 -4,1107 3,916 4,310 5,179 5,731 5,700 6,300 6,500 6,600
Sub-'.total
(7 - 11) 17,653 18,790 20,532 22,855 24,235 25,000 29,000 30,000 31,000
12 and 13 466 513 467 609 660 700 1,000 1,200 1,500
Sub-total
(7 - 13) 18,119 19,303 20,999 23,464 24,895 25,700 30,000 31,200 32,500
(Teachers) 782 868 998 1,070 1,050 1,070 1,250 1,300 1,530
Co=munity Secondary
School (7 - 10) 500 1,000 10,000 16,000
(Teachers) 30 50 500 800
Total Enrollments 26,200 31,000 41,80o 49,100
(Total Teachers ) 1,100 1, 300 1,800 2,330O
2- "Tops" of primary schools not included.
By 1976/77, the six new mltilateral schools will have added 4,000 new places in secondary schools.
By 1981/82, it is assumed that the Government will have added 5,000-5,500 more places in community schools
plus 1,000 in secondary schools and by 1987/88, a further 6 ,000,plus 1,000 secondary places, in addition
to those in the second Bank project.
GUYANA
Second Education Projeot
Demand and Supply of Secondary School Teachers: 1973-1988
(1) (2) (3) (4) (5) (6) (7)
Increase Average Annual
Stock Stock * Average Wastage over Annual Output
1972/3 1987/8 Stock 5 percent 15 years Increase Needed
Col((1 )+(2)) . 2 5% of Col (3) Col (2)-(l) Col (5)M 15 Col (4) + (6)
English 80 220 150 7.5 140 9.3 17
Modern Languages 17 53 35 1.8 36 2.4 4
Mathematics 51 195 123 6.2 144 9.6 16
Science 23 155 88 4.4 132 8.8 13
Social Science 43 173 108 5.4 130 8.7 14
Music 6 56 31 1.6 50 3.3 5
Physical Education 5 69 37 1.9 64 4.3 6
Agriculture 11 104 58 2.9 93 6.2 9
Industrial Arts 23 188 101 5.1 155 10.4 16
Home Economics 30 191 111 5.6 161 15.0 20
Commerce 6 110 58 2.9 104 6.9 10
Arts and Crafts 22 176 99 5.0 154 10.3 15
Library Teacher - 63 32 1.6 63 4.2 6
TOTAL 317 1,753 1,,026 51.7 1,434 99.9 151
* Based on Enrollments in 1987/8 shown in Annex J.
Source: Ministry of Education and mission estimates.
ANM= 5
GUYANA
Second EducationP ro.ject
Current expenditureo f the Central Government on
Education & Trainingz: 1969. 1974 & 1981
(-G$'000)
1969 Y/ 1974 1981 2/
Ministry Actual Estimated Projected
Ministry-of Education 16,844.1 39,079.0 501981.o
1. Primary - 18,523.0 23,680.0
2. Tops of Primary - 6,o6o.o 5,264.0
3. Community Secondary - - 2,600.0
4. SecQndary/Multilateral - 5,955.0 8,112.0
5. Upper Secondary ("Alll evel) - 277.0 528.0
6. Teacher Training (primary) - 1,242.0 1,379.0
7. Teacher Training (secondary) - 187.0 1,152.0
8. Technical Education - 1,426.0 1,492.0
9. UniversityE ducation - 3,666.0 4,400.0
10. Research&  Curr.D evelopnent - 445.0 540.0
11. Administration - 1,298.0 1,834.0
Ministry of Agriculture 170.9 286.1 918.0
1. Agr. Educ.i n primary schools 4.9 9.6 12.0
2. Grantst o GSA 153.8 269.0 330.0
3. Farm YouthT raining 12.2 7.5 8.0
4. Rural training center - - 255.0
5. Animal Health Trg. Center 58.0
6. In-service Trg. Center - - 245.0
Ministry of Health 33.0 178.4 657.0
1. Training of Para-medical Personnel 33.0 178.4 657.0
Ministryo f Public Services 46.3 97.0 116.0
1. GovernmentT rainingC enter 46.3 97.0 116.0
Ministryo f Labor 74.1 15.0 18.0
1. Grantst o labor college 15.0 15.0 18.0
2. GITC 59.1
Total 1L7168.4 52.690.0
Share of Ministryo f Education 98.1% 98.5% 96.8%
As % of CurrentE xpenditure 16.1% 16.5% 18.3%
1/ In currentp rices
7/ In 1974p rices
Source: Ministxyo f EconomicD evelopmenatn d missione stimates.
GUYANA
Second Education Project
Capital Expenditure of the Ministry of Education: 1969-197T (GO)
TYPE OF EXPU1DITURE 1 1969 19179609  1970 11997711  11997722  R~e~vi~se~d1 973 Es1tim97at4e
1. Primary & Secondary
School construction 691,572 186,871 140,042 435,479 550,882 1,000,000
2. Teacher Training College
(primary, and multilateral
schoolsL.- 302,074 723,160 361,534 2,411,714 7,499,640 9,691,426
3. Facilities for practical
subject teaching 132,614 43,819 53,890 - 50,000 244,000
4. Teacherst Houses 70 6,640 18,980 48,887 25,000 90,000
5. Education for the Hand-
icapped 5,002 13,398 - _ _ _
6. Equipment 88,759 161,502 126,085 103,999 166,455 394,000
7. Technical Educatiolra 105,594 2,336,229 458,336 157,503 67,400 260,000
8. University of Guyana 3,099,333 337,747 490,073 500,000 400,000 484,000
9. Loans to Student. 258,943 299,382 292,464 207,426 397,000 1,025,000
10. Approved Schools/i _ _ _ _ _
11. School Sites 33,816 _ 40,000 _ _ 25,OOO
12. Research & Development . . _ _
TOTAL 4,717,577 4,108,748 1,980,404 3,925,008 9,156,317 13,285,426
As 0/o of Capital Expend-
iture of Central Govemment 10.5 9.4 4.3 4.5 10.4 11.1
/1 The IBRD/IDA Education Project
2 Technical and vocational schools, including Government Industrial Training Center.
Teacher Training Colleges
/ Probationary Schools
GUYANA
Second Education Project
Technical Assistance
S: Specialist
F: Fellowship
YEARS 1975 1976 1977 1978 1979 Man Cost
Area QLARTERS1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 (Years)
I. Ministry of Education 50.000
1. Education Law Rz Programming S S S S 1(1) 35,000
2. Educ. Planning &tP rogra-mming F F F F F F F F 2(2) 15,000
II. Secondary Teacher Training 1/ 21(23) 172,500
1. Teacher Trainer:
- Education F F FF F F F F 3(3) 22,500
- English FF F FFF F F 2(2) 15,000
- Ifathematics FF FF F F FF 2(2) 15,000
- Science FF F F F FF 2(2) 15,000
- Social Studies F F F F 2(2) 15,000
- Physical Education F F F F 2(2) 15,000
- Agriculture F F F F 1 1) 7,500
- Technical Education F F FF F F F F 2(2) 15,000
- Arts and Crafts F F F F F F F F 2(2) 15,000
- Home Economics FF FF F F FF 2(4) 30,000
- music F F F F 1(1) 7,500
III. Technical Education
(Georgetown Technical Inst.) 19(20) 220,000
1. Curriculum Development S S S S S S S S 1(2) 70,000
2. Teacher Trng. - Plumbing F F F F 2(2) 15,000
3. - Bricklaying F F F F 2(2) 15,000
4. - Surveying F F F 3( 3) 22,500
-Q - Mechanics F F F F 5(5) 37,500
8<. - Electricity F F F F 30,0CO
7. M4aintenance IHechanics F F F F F F 15,0u0
IV. Agricultural Education 2g'i7I-/' , 258,625
1. Guyana School of Agriculture 10(10-3/4) 108,125
A. Curriculum Development S S S S 1(1) 35,000
B. School Administration F 1(1/4) 1,875
C. Agronomy/Horticulture F F F F F F F F F F F F 2(3) 22,500
D. Agricultural Engineering F F F F 1(1) 7,500
E. Food Science F F FT- 1(1) 7,500
F. Agricultural Chemistry F F F F F F F F 1(2) 15,000
G. Plant Protection F F F F 1(1) 7,500
H. Biology FF F F 1(1) 7,500
I. Audio-Visual Aids F F 1(1 /2) 3,750
2. Ex'tension Training
and Cormmunications Center 4(4) 120,000
and Rural Training Centers
A Extension Training S S S S S S S S 1(2
FF FF  i2(1
B. Communication (Educational) S S S S 1 1)
3. Rural Training Centers F F F F F F F F F F F F F F 14(3) 22,500
Total 22L63z.36L7L80 o00
1/ One in each field (two in technical education), except in Education will be appointed as
supervisor for secondary education in the Ministry of Education, but will also work for
the College of Education as part-time lecturers.
Durino loan "-n'4a+-, cn5, f±e1lowships were Increased by six man-years, but the cost s,-ary
tabie (Annex 8) remains &nadjusted for this change.
IA H  H-
H H H H H H H H H H H-
9 H HHHHHH
H H HHHH,-4H
H H
o H- 'H H H H H H H9 CHOHOC H-OH-OH,-. HHH-HHHH-HH- H H-H-H-HHHH- H
H H H .  .- H-HHH-H-HH-HHH-L,H-H-
H H' H H HH HH-H-H-H-H H H- H H H-H-H-H-H-H
H H H H H HH H-
H H H H HH H-Cob H H H
H  H- H H H-H- HOHO
H- H HH  H 
H-H HHHHHH  H- HHOHHHOHH H 1 HOOHOCH H
H- IHHH  I HH HHHH HH HHH HH - HH- H HH  HH  HHHHHHH -H HHH HOHHH-H obo Hr HH  H H-  H- HH  H H H- H H- -H - H H HH  HO H H -
H- H H H HH HH H H H HOCH H H1 
HH- 9
H 
-  
HH H HH-HIHHHHH-HO 4HHH  H 04 H H H HHH H 
0 H H-
H- H H- HrH q H H- HHH- H- H H- H
H H-H H H H--H  H IC HHHHrH,- HHHH H H H H H
H H H H -H-H H HH H H HHHHH-HH-H2H-HHH . H-H 
H- H-H H
H H HH H H H HHH  HH HHHH  H H H-H-H H HHH H 
H I H H H HH- H H H- OHH -,H- H- H H H-H H H H HH  H
H H H-H- H - H H H HHHHH H
I H H HHHHH H
H H- H
H H H H H
H I H- HH  H HH H H
H H H H H
H j HH H H H H- H
H H H 2H-
H H S
H- H H
H- H- H-H-H-H-H-H-H-H-H-H H H-H-H-H-H-H-H- H-H
H- H H H H-HHHH-HHHHH- H- H-HHHHHH H
H- 'H - H- H 6 H-HHHHHHHHH H H-HH-H-HH-H H H
H- H- H-H-H-H-H-H-H HHH-HH-HH- HH-H- H HHHH-HHH H H
H 'H HH-H.HH-H H- H H H HH'HHHHHH-'HH-H'HH-H-H-H-H-H- H-H
H- HHHHHH-.HHHH- H- H-HHHHH-H H H H
H- HHHHHH H H H H HHHHHHHHHH H HHHHHHH
6 - H H-H-H-H-H-H- HH-H-H-'HH-HHH-H- H H H-HH-HH-HH H
H-H-' H- [ H H- H-H-H-HHH H HH-HHH-HHHH- HH-H-H-HH-H'HH-
H . HH
H 'H H-H H HH-H-H-H-H-H- H H H H-H-H-HHHHH- 'HH HHH-H-H-H-HH-
H H H-H- 'H H H H
H H H H-H-H-H-H- H- HHH-HHHH-H-H-H- H HH-H-HHHH
H- H -H--H H HH-H-HHH H HH-H-HHHHHHQ H HHHHHHH
H H H- H-
'H H- H-I -oH H-HHHHH- H H- H- H-H-H H- HHHHHHH HH H-H-H- H-H-H-H-H-H- H H-'HHH-H-H-H H H
6 H H [ H-H - HH H- HHHH H H-HHH'HHHH-L H-H- H- -H-H-H-H-H-H-H H-
H H- g #H.
H-H- H-HH -H- H-H-H HH  HH--HO-HH- H H'HHHH H- - H-H-H H-H-H HH- 'H H . -H
I H-H H--H . .HH. H H. H-H-H- H-H-
H- I H H H H H H H- H-H-H- H-HH- H- H-H-H-H-H-H-H- H H J
I H H-H H H
H-H I 
H- H H
HH  HHH-H-H-H-H-H--HHH-H
'H 'H H H-H 'H H'HH-HHH 9-
H- -H H-H- g H H-H-H-H-H-H- H H H ,
6 H- H-H- H- H.  H H- H-H-H-H-H-H-H H H
HH-
.- 
-  HH--  'HH- H- 'HH-  HH - H H-H-H-H-H-H-H- 
H- H-H- H-H
H H- H'H H H- H- Hr H-H-H-H-H H H-H- H-H
H- H- H-H
'H H-H- H- -H H- H- H H-H-H-H-H-H-H-H H-H
H- H- H-H H H- H-H-H-H-H-H-H-H-H- H-H-H-H-H-H-H-H-H-H-H-H- H H-H-H-H-H-H-H- H H-H
H- H H H-H- H- H H-H-H-H-H-H-H-H-H- H-H- H-HH- H-H H-H-H-H-H-H-H- HHH-HH-H 'H H-H
6 H-H
H- H- OH- H H H H-H-H-H-H-H- H- H H H H-H-H-H-H-H-H-H-H-H- H H-H-H-H-H-H-H H- H-H-
H- H H-
H-H- H- H H- H- H- H-
H- H- H- 'H H- H- H- H- - H-H-6 . . . - H- HH
'H H- H H H H- H- H- H
H- H- H- H- H- H- H H-
H 0 'H H- H- 'H H- H- 'H H- H-
H- H- H- H H H H- H- H- H H- H-H-H
H- H- H- H- H H- H- H 'H H H H-H
H- H- H H H
H- H
H- H H-
H- H H- H H- H-
H- H- H- H- H
H- H H' j H- H H-
H- H H-
H- H- H- H-H
H-H- H- H- H- H- H- H H- H-H-H-H-H-H-H-- H - H H H
H- H- H-I H- H- H- H-H-H-H-H-H- H-H-H- H- oH H- 'H- H
H- CA CAI  H-H. HH  HH--  HH-  3 3 HH-- HH--HH--HH--HH--HH - S
-H  4 H-H- H-H-H-H-H- H- H-H-H-H-H-H-H- H-H,H 6-H- HH--HHH-H4H -HH-H-H- - H HH--HH--HH--HH--HH--HH--HH-
H . . .
H- H H H- H) H-  H- H H- H- *H-H-H H-rH-OH-H H-H-H-H-H-H-H-H-
H- H- H-H H- H- H- . H- H-H-H-H-H- H- H-H-4H-H-HH-H H
HH--  HH--  HH--  HHH-H- - HH-  'HH  HH - HH - HH -H-H-H-H-
HH--HH--HH--HH--H -H-H- H HH--  HH-- 'H 'H'HCAH-CHH-HH-HH- H-OH-H-H-H-OH-H- H HH-H-H-H-H-H H' H- H- H-H-H-H-H- H-H-H H- H- H- H-OH-H-H-H-H-H H H
H H- - H- H- H H H- H- H-H-H-H-H-H- H- OH H-H-H-H-H-H-H- H-H-H H-H- H HH-H-'HHHH- H H
GUYANA
Second Education Project
Contingency Allowances
(US'o000)
Professional Project Technical Assistance
Site Works Build Ig Furl iture Eq.i ment Services Administration Speciialists Fello ships Study
Local Foreigcal calFreig Local Foreign Local Foreign Local Foreign Local Foreign Local Foreign Local Foreign Local Foreign T0TAL
Physical increase % 10 10 10 5 5 5 5 10 10 _ _ _ _ _ _ _
Price increase % 39 39 39 53 53 53 53 39 39 19 18 15 15 _ 34 9 9
Total project cost without 557.0 801.5 4,425.0 2,598.7 326.1 108.7 89.2 1,694.4 538.6 440.7 365.c 135.0 24.5 220.5 388.1 36.5 13.5 12,763.0
contingencies
Physical increase 55.7 80.1 442.5 259.9 16.3 5.4 4.5 84.7 53.8 44.1 - - - - - - - 1,047.0o
Price increase 219.7 316.1 1,745.4 1,025.0 172.5 57.5 47.2 396.4 212.5 173.9 66. 24.5 3.7 33-1 58.3 6.6 2.4 5,061.1
Total contingencies 275.4 396.2 2,187.9 1,284.9 188.8 62.9 51.7 981.1 266.3 218.0 66. 24.5 3.7 33-1 58.3 6.6 2.4 6,108.1j
Total project cost including 832.4 1,f97.7 6,612.9 3,883.6 514.9 171.6 140.9 2,675.5 804.9 658.7 431. 159.5 28.2 253.6 446.4 43.1 15.9 18,871.1'
contingencies _ I _ _ _ I ..
GUYANA
Second Education Project
Unit Capital Costs of Project Institutions (in us$)
Grosp Area Average Cost per Student Place or House
in 14 per Cost per Construction
studentp lace M2 ofcons- & Site Deve-
Category or house tructionv loDmenti Furniture Equipment Total
I. ACADEMaC AND COMMUNAL
Community Secondary Schools 4.3 170 899 54 180 1,133
Secondary Teacher Training College 6.4 161 1,246 76 421 1,743
Rural Training Centers-/ 10.9 177 2,730 81 1,360 W71
Caribbean Animal Hee4th Technician 17.8 161 3,742 158 - 3,900
Training Centen2.
II. BOARDING'
Rural Training Centers 8.3 179 1,494 93 - 1,587
Caribbean Animal Health Technician 11.4 161 1,850 118 - 1,968
Training Center
III. STAFF HOUSING
Rural Training Centers 111.6 205 22,825 - - 22,825
Caribbean Animal Health Technician 139.0 161 22,500 - _ 22,500
Training Center
i-Total cost of site development included in Category I - Academic and Communal.
a/Rural Training Centers will provide short courses of non-formal education for,a bout 81,000 persons annually.
for the Caribbean Animal Health Technician Training Center will be granted by UNDP.
slocalc ost adjustments, ranging from 8% to 30% for differences in transportation costs o
and availability of local skilled labor and building materials.
GUYAJ4A
Second Education Project
Project Implementation Schedule
YEAR j , 9 7 5 __._ 0... 1979.2L 
ljjARiER TL _.£_. ~L1 j 1 2_JL L 2 1. k_L 31  J2i  1 2_  1 
Community Secondax.-,r Scho> ls I
Civil Works /// /// : +:: + ** *** *** *** *** ** *** ** *** *** * ***
Furniture and Equipment ,, ,,, . zzz zzz www Vwww w vwP v-v v-vv 00vv cc0c  cCCCc  Cc coo
Multilateral Schools (EPtensions)
Civil Works /////:: +++ ++ x- *** * * * * **
Furniture and Equipment t,, , i,, ,, zzz zzz wn wwww wwv vv wv-v ccc ccc coc
Teacher Training College (Secondary)
Civil Works // -+++ ++-+ --** *** *** **** - * *** ***
l'urnithure and Equipment ,,,t,lit, lit, z zz wzz www 'Wh V`v vVC ccc
Guyana School of Agriculture
Civil Works /./ . . . ** x* * *xl* * 
Furriture and Equipment """ zzz zzz www Vn rl www v-vv vvv coc
In-Service Training and Communications Center 3
Civil Works : ++ +++ a ** -X*X* -X-x* *** *** *** ***
Furniture and Equipment ,,,i,!,?  ZZ Z ZZ Zz www - www vwv V-VV coo
Rlural Training Centers
Civil Works /// /// ::: -+::+: ++  * ** *1** **-x *** *** **.* *** *** *** ***
Furniture and Equipment ,., z zz z z z  u WW4  VWV W vv V-fv Vvv ccC c cC cCC ccC ccC
Caribbean -Animal Bealth Technician
Traininp Center
Civil 1,orks /!//+++ -i-i-*i* * *** ***" *** ****11
Furniture _ _wz t www WWWv -vv vv cC  _c
CIVIL WORKS: YURNITURE A::I ErQJIPMi&Th2:
/ Selection and survey of sites " Preparation of master lists
Preparation of construction bid documn-ts z Preparation of bid documents
+ Tender and contract awarding w T'ender and contract awarding
* Construction v Mlanufacturing and reception
c Installation
ANNEX1 2
GUYANA
Second EducationP roject
Estimated Schedule of Disbursements
;cpenditures Disbursements
(u__ M.) (ussM .)
Amount Accumula- Amount Accummula- Undis-
FY During ted Exiend- Unspent During ted Dis- * bursed
(Semester) Semester itures Balance* Semester bursements Balance*
1975
1st 19.2 12.0
2nd 0.2 0.2 19.0 0.1 0.1 11.9
1976
1st 0.2 0.4 18.8 0.1 0.2 11.8
2nd 1.8 2.2 17.0 1.1 1.3 10.7
1977
1st 1.8 4.0 15.2 1.1 2.4 9.6
2nd 3.0 7.0 12.2 1.9 4.3 7.7
1978
1st 3.3 10.3 8.9 2.1 6.4 5.6
2nd 3.5 13.8 5.4 2.2 8.6 3.4
1979
1st 3.5 17.3 1.9 2.2 10.8 1.2
2nd 1.5 18.8 0.4 0.9 11.7 0.3
1980
1st 0.4 19.2 - 0.3 12.0
*At end of semester.

GUYANA. ST-RUCTURE OF THE E01U)CATIONALS YSTEMI, 1974
Prirnery=-'- - . Seconda-y " Post Secondary & University--
SECONDARY AND MULTI-LATERAL SIXTH FORMS
r1K-7VP KLV-W±3 V7-- 1a 2 UNIVERSITIE S ARROAD
UNIVERSITY OF GUYANA
"TOPS' OF PRIMARY TEACHER TRAINING
PRIMARY SCHOOLS
IN -S RVICE
COMMLJNI TY SCHOOLS SECONDARY TEACHER TRAINING
SCHOOL OF AGRICULTURE
CERTIFICATE DIPLOMA
Arras related to proposed project
0 Secondary Schools -ntra.rice Ex,millation
Prel i,m,av Cerlifi-te and/or College of SCHOOL_ OF HOME ECONOMICS
Preceptors Examination r ' r-'
1 2 1---i" ---q2-
London I -rir Certificte f Edc ti-n Exa-nineti.n L J L-_J
Ul - A level CRAFT
Service as a teacher 1 {2
1`7 Phasing Out
Lhasing atTECHNICIAN
[3p Part-time or dayrelease only 2 3S
Ii~JTh ird yeaors arveyorn only
NURSE TRAINING
Grade 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16
'-e-- I H --I--I-  - --I  t-I
Age 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21
The age-grade relationshsip applies only mhen students enter school at6Ee d proceed thro-gh the system without repealing a class
VVorld Bank-8897(2R)
1-4

GUYANA
Full-time enrollment & population pyramid1 973
BOYS GIRLS Total Level %
Grade Age Group age
population group
15 15,847 10
14 16,736 s$X $~z7 /$)ij0 Vt YYJYxYYY 0§~ 
13 17,584 57 2 I 0
12 18,400 7 415
Secondary Departments
of Primary Schools
11  19,139284 87(
10 19,953 2,303 12413 >
O 20,905 42 ] 24,0
8 21,895 6,626839 256378,9
7 22,719 7,907 j 2,00, 2,249 7,814
Secondary
Schools
6 23,373 K11,042 10,926 :
5 23,851 9,761 9,24
4 24,118 ,////A10,025 9,779 g// 
3 24,136 //,10,978 10,823 E2 rsE
2 23.874 V/211,211 10,704 r///'
1 23,299 13,887 
Age Gro,,p Ponp,flti-n
Note: Enrollments include ov-,age and younger age pupils. World Bank-8896(R) H

LU4
4 Av~~~~~~
0-0
< 
<~~~~0 o%~~~~~
LUJ
61
(~~~~~~~~~~~~~~ ~ )~