Documnenot f
The World Bank
FOR OFFICIAL USE ONLY
Report No. 11534.JI
STAI APPRAISAL REPORT
JAMAICA
REFORMO F SECORDAREYD IICATIOM
MARCH4,  1993
Mi!i' .O12UhL 1jF.,y
"e 5f{ 'i'.9f Ž* i1 _ _'p_.J,S 4- _ , 
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.i-*TF?gi,'.1 E-t:FONDA~RY rAs.h) U7y' rT~I 
E.: t. 9fRl i?o:i ,79 i/--'
Country Department III
Umnnn Resources Operations Division
Latin America anad the Caribbean Region
This document has a restricted distibution and may be used by recipients 
their only offiiilf iu the pertonnance duties. Its contents ofmay not oewise be disclosed witut Wold Bank 2athoizWoL_
Public Disclosure Authorized Public Disclosure Authorized Public Disclosure Authorized Public Disclosure Authorized
CURRENCYE OUIVALENTS
Current Unit = JamaicanD ollar (J$)
US$1.00 = J$25.0
FISCAL YEAR
April I - March 31
ACADEMICY EAR
September 1 - June 30
PRINCIPALA BBREVIATIONSA ND ACRONYMSU SED
ARP AdministrativeR eform Program
CAST College of Arts, Sciencea nd Technology
CTC Cultural TrainingrC enter
EMIS EducationalM anagementI nformationS ystem
GOJ Governmento f Jamaica
HEART Human Employmenta nd Resource Training
HRDP Human ResourcesD evelopmentP rogram
IBMS InstitutionB ased MonitoringS ystem
ISER Institutef or Social and EconomicR esearch
JBTE Joint Board of Teacher Education
JSC Jamaica School Certificate
JTA Jamaica Teachers' Association
MLWS Ministry of Labour, Welfare and Sport
MOEC Ministry of Educationa nd Culture
MOH Ministry of Health
NAP National AssessmentP rogram
ODA Overseas DevelopmentA gency (U.K.)
PIOJ Planning Instituteo f Jamaica
PIU Project ImplementationU nit
PSIP Public Sector InvestmentP rogram
ROSE Reform of SecondaryE ducation
SESP Social and EconomicS upport Program
SLC Survey of Living Conditions
STATIN StatisticalI nstituteo f Jamaica
UWI Universityo f the West Indies
FORO mCIL USEO NLY
AMUALCA
REFORM FSOPCODMARX DCTO
STASF-FP PIWSAL XPR
Tabloef C m=k
BASiCDA T .H.E. ..........................................i.i........
LOMANA  DD POE CTSU YAD  ......................................i.v......... 
I.BACKG-ROUN ..................................................I... 
A. The EconomicSett.i.n.g. .......................................I........ 
B.lbe SOCWS ectm .............................................2...... 
H. THEE D CAllO SECT'OR. .........................................4........ 
A. Osveriw ..................................................4.... 
B. Sdetecd EuesiEnd uaion .......................................6.......... 
C. 'MeG ve(0 nts' svwy .......................................1.0......... 
D. DonorSuppor. ..............................................1.1.... 
E. Put BankExxien andL essonsLeamd .............................1.2............. 
F. RationaleBfarn  Involvefm.e.n. ..................................1.2......... 
m. MHPCC ..................................................1.3... 
A. ProjeOcbtj ecdveasn dSxe .....................................1.3.......... 
B. ProjectDescriptin ............................................1.3..... 
C. ProjectCompone.m.l.s. ........................................1.4...... 
Iv. PROJECT,COSIl$.FDNANCDNGMAUNAGEMENATN D &YEETlQ .2.3,. ..............................
A. Proect Costas Financi.g. ....................................2.3.......... 
D. Prwrememr. .................................. ....... ..... 27
C. ............................ . . . 30
D. AcounfhgandA udifng. ........ ............. 31
E. Project MymgeecndEnli nIA o ii.................. 31
V. PROJECr BENEFNE AND RISKS ..................... 33
A. Bmefi". ......................... . . 33
B. Risks. ............................ 34
VI. A GF UlENIREAMHAENDD  .................. 34
Wsreonis bm ndo fnopofprpado ad prqfb d which vidwd Jm aduriog 1991192, led bye
Ms. Lo McGum(WAHR),sndanapprmd a"=1D Odlibe1 9 2o nhg oMesMa£ M ImA_n ,
SoR foect CosNAM& Aware_ C4rss, LA3HR);-S he Kdd4 G fmlm es va 1eve, Lynn tDon, Came
DevAWS(Cow*=%). Me. MathVii liw (.A3HR)c onrM _mtt ds P wa OOn reatbeaPew
(AiTHP.).
This document has a _eWtd disibuton and may be used by ecipienontlsy In tho pcKformance
of tdrk offcial dutios. Its contents may Mo othoswse be disebsod without Wofdd halk authorization.
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IvqIs I Yj:iI IIoI *M _1M__i-  M...IU.   M*¢XWI .j*M 
< $Qa$a3aa3a  $$ QaQ 
- IHi- 
BA81CD w, S=
yl YA am
A. OWpNen  
A.p op"oQn  v 0nimsm OAUW 2.41 1990
2. PopulationP rojedon (M o 2.7 2000 4
3. Gm perC ata (US$) 1,3I0 1991 8
4. Avre Anud GDP GrowthR Ate( 190-9 1.6 198M90
3. Area ('000 KMZ) 11 1992 a
6. Utban Populatlc (asa %ofT*M) 52 1MO
B,. Soca lfdl
1. Cndb bit ras (per 1000) 24 1990 a
2. Crude deah rat ( 1000) 6 1m9 
3. Avere A a Rata of Poplon Govth (%) 1.3 198090
4. Ttal Felit Rd Brth perWoman 2.8 1990 a
5. Int Mort Rate wr1 000U1 V Brts) 16 1990 a
6. Ufa EspVctan at Bih (yer) 73 1990 4
t. Not haomn Raes
Preschool 92.1 1989i90 b
Prmay (Grades1 -6) 98 1991
LowerS coay (Gdes 7-9) 2 1991
UpperS eonday (Gftde 1l1) 63.3 1997 c
UpperS ondary (Grde 12-13) 2.7 1987c 
bwer 5 1985 a
2. ExpendtureD ata
Total Publ EducationS peedn (S df GDP 5.3 199"191 f
Total PublicE dwcat Spendi ( Tota Fina Epadtin) 13.8 199081 f
Tola Pblic EducationS pmIg (S Total HId Expulta Ne of Deft) 22.6 199081 f
S-aes of PublicB EducatiEox eMu
P.school 2.2 199081 b
PrIar 36.4 199081 b
Seconday 3 1990191 b
HIgher 21.3 1990I b
3. Pvate Provis
Pneschool 4.6 1987/s9 c
Primary 4.8 1990 b
Seconday 5.7 197/8 c
4. Bfficeny Data
S TdaatRb atio
Primary 34 1999 a
Iwer Secondary 21 1987188 c
Seoay 19 19/99 c
RepetitionR ates (5
Prma 3 1986.S8 4
DropouRt ats( %)k/
Primay 18 199648 d
Soises aiid NMtes:a ) Word Deelopme eot, 1992;b ) conomc ad Soial Su of 1mI, 1991;c ) Jmi FiheY ew
Deelopmet Pla for Education( 19901995);d ) Hmn D puat RaPo 1991;e ) Acces, Qualitya d Efficeq in Cmd n Edu-cabo,
1992;t )1 S updat 92; 8) Wod Bak Aa, 199I)2 ; proortin Ofc lil. GenOinIgth  first ged, oftp rmw ol w do aot
aucoesely complet hat leel in due cor
- iv -
1AMA1CA
REFORM0 & S13ONDAR,Y2p(lQ
ST AP"IRSAL REPORT
Botrzower Jamaica
Beneficiarieasn d Minisry of Educationa nd Culte (MOEC)
1 iesAgMM: PlannmgI nt8u of Jamaica( IOJ)
L4oa _ US$32.0m illione quivalent
Tagms: Repaymt in 17 years, includinga  4-yearg racep eriod,a t the Bank's
standardv ariablei nterestr ate.
OMW2C= f: IThep rojectw ill: (a) improvet he quality,e fficiencya nd equityo f lower
secoary education( Grades7 -9), withp articulare mphasiso n schoolss erving
the poorests tdents, by providig the necessy educationailn putsa nd
supports ervicesf or PhaseI  of a 15-year luniors econdayr eformp rogram;
(b) strengthenth e capacityo f the MOECt o plana nd monitort he impacto f
the reformt hough improvede valuationan d m systms; and (c)
sutengdhethne  Govet's capaciyt o undeake sophisticatesdo cialpol
Malisi and use the resultsi n formulaingm oree ffctive and tgrgeteds ocial
Programs.
Ihe projectc ompiss tre mainc omponents:
(1)S om s Reform (82.4%o f totalp tojectc osts,)w ouldi nclude:
(a) the intoductiono f a commonc uriculumi n Grades7 -9; (b) relatedp re-
servicea nd inmservictrea iing of teachersa nd scool atrs; (c)
provisiono f textbooks(; d)p rovisiono f educatonals upportm ateriads(;e )
improvemes in, and limitedn ewc onstructiono f, physicalI nftuture for
schoolsa doptingt he commonc uriculum;a nd (t) studiesa nd pilotp rograms
for improvingu ppers econdaye ducation(G rades1 0-13).
(2) Evaluatina ndgMmp thtning (8.7%o f projectc osts)w ould
include:( a) rionalizing the eminaon systemb y reducingt he redundancy
and moving the utlity of eams for selectionc, ertificatioann d monitoring
trendsb y developinga new Grade9  Test;( b) establishinga Secondary
ReformM anagemenTt eamt o ensuret hatt he reformi s adequtely suported
and integratd into all the relevantM OECf unctionaul nits;( c) conductinga 
publica warenescs ampaignto  infrm lky stakeholderasn dt he generalp ublic
aboutt he benefts of the refom; (d) developingan  evaluations ystemt o
monitort he impacto f the new curriculumo n student achievement; and (e)
prepring the secondf ive-yearp haseo f the reform.
(3) ayi (8ic8a.9 %o f tota projectc oM), wouldi mprovet he
capacityo f the Govenmen to undetake sophisticaeds ocil policya nalysis
and fomulatom oree ffietivea nd targetods ocials ectorp rogramst hrough:( a)
the establis t of a SocialP olicyA nalysisU nit in the P0OIt o identify
topics for policy aalysis, perorW acontct out rsarch, provide trainng
and dissem on m sm to socia sectorl inem inistries;( b) in-service
trainingf or policym akersa nd rs in key socials ectorm inistriesin 
researchm ethodologayn d socWp olicya nalysis;( c) supportt o the University
of the WestI ndies( UWI)t o upgradef acultya nd graduatetr ainingi n policy
analysisa ndto etablish a DataB anka t the Iute of Economica nd Social
Research( SER); and (d) supportt o the StatiticalI nstie of Jmaca
(STATINt)o  implementth e Surveyo f LivingC ondition(sS LC).
&DJ= Benefits: bhep rojectw oulda ssistt he Govenmenti n achievingtw o cental education
objectives(:a ) to improvet he quity and equityo f basice ducation,
spcifialy Grades7 -9; and (b)t o strengtlhetnh e system'sc apacityt o plan and
monitori mprovets in the qualityo f education.T he increasei n
educatioanld  p_" for basice ducatio willh elp redressi nibalanceisn 
the allocationo f publics ectorr esourcesa mongd ifferentl evelso f education,
by directng more resoures to higher-yieldinlgo were ducationle vels.
Improvedr elevanc and qualityo f basice ducationw ouldu ltimatelyp rovide
bettert rined and tFAinabmlea npowefro r the economy. Highero veralll evels
of achivemnt d inrased resourcesta rgetedo n the poorestg roupso f
studentsw Oulde nhancee f in the use of publics ectorr esources. A
rationalizedex ams ystemw ould:r educet he redudncy and cost of examsi n
the educations ytm, and eventuallyp ostpon the selectiono f studentsf or
ademic streamsu ntil Grade9 ; provides tdents leavingt he educaion system
at Grade9  withs chooll eavinge dficats reflectig a recognizedle velo f
achievemenfto r potent employersa; nd providea  reliablem easureo f
learig oupt for policya nalyis. Improveds ocia policya nalysisth rougha 
relvant researcha gendaw ill helpt he Govenmentt o moree ffectivelyta rget
scarcer esoures for socia sectorp rograms.
}Eroi9R iss: Pdnci projectr isksr elatet o: (a) budgetaryc onstrain leadingt o the
scarcityo f both countp funds andt he releaseo f er resources(; b)
poteal backlsh fom thoseb eeitting fromt he exsig elitists ystem;a nd
(c) weaki mpl n capacityp, articualy regardingc ivilw orks. With
regardt o (a), the Bankefsi nancingo f a highs hare( 79%)o f projectc ostsa s
wella s plannedc oflnancing(6 %) wouldr educet he needf or counterpart
fnding, thuse asn the GOJ'sf isal burden. In adaition,t he Bankw ill
monitort he o of sectr prioritiesi n the cone of AnmnlR eviews
of progresst owardss ocials ectoro bjectivesa s reflectedi n the proposed
projecta nd the Hum ResourceD evelopmenPtr ogram( HRDP),a lso
supportedb y the BaL Mmesper iities haver ecenty been reflected
conistenty in otherp olicys tement issuedb y the Goverment (theP ublic
Sector _t Program( PSIP),t he MediumT ermP olicyF rameworka nd
the Lettero f DevelopmenPto licyi n the proposedP rivateS ectorD evelopment
-vi -
Adjutm Loan). n regardt o (b),t heM OECh as alreadbyo gu a phae
publice cation campaignw hichth ep rojecwt il supportt,o  ensureth, ata ll
of th reeant s oder recogi te benbft of th reform.
tin_II g p t oppose to the reom havebe n brouh
intot hed elopment processe ly in dthr em planing s FPtina-l y
regari (c),t heM OECh asa doptedan  egraed approach to
ther eformp rogramt her thA Astand-aloMneU w hichw il provide:
fleibiity in m andh apl bothd te m ad thep rojecta; nd
ensureth att h far-reahinga spet of the refoma re hned in all areaso f
th Minty. CompoAn with or sp izedm apower
_ , aws tchho  day-04W _a W of civilw ork eecuton,
willb e cntact out und h oveall supevin of theM OECsR eom
_aagmTete am
-vi -
Cot:#/ E &
US$m ilion
CommonC urriculum1 .4 0.4 1.8
ROSET raining 4.8 0.1 4.9
EducationM aterials 0.4 1.7 2.1
Textbooks 0.3 0.8 1.1
Inrastructure 9.9 5.9 15.8
Upper Sec strategy 1.1 0.0 1.1
Evaluationa nd Mngement S he
ExamR alization 0.3 0.5 0.8
ROSEM a 0.8 0.2 1.0
PublicC ampaign 0.2 0.0 0.2
ROSEE valuion O.A 0.2 0.6
ROSEP haseI I Prep 0.3 0.0 0.3
PoliayA nalyis and Moasmnt
PolicyA naysisU nit 1.4 0.2 1.6
Line Ministries 0.1 0.1 0.2
UWI 0.3 0.4 0.7
SLC 0.4 0.2 0.6
Tota Base Costs 22.1 10.6 32.7
PhysicaCl  gcies 0.9 0.6 1.5
Price Contingencies 5.7 0.8 6.5
TotalP rojectC osts 28.7 12.0 40.7
US$m illion
IBRD 20.9 11.1 32.0
Netherlands 1.8 0.9 2.7
Government 6.0 0.0 6.0
Total 28.7 12.0 40.7
hwludinhtga s md duties, whvcha mem gligbh. TDA mq not ad dw to ro,wst.
- vill -
MM -Djm=: (US$ million)
IBD FY 1994 I22S 1996 1997 1m92020 0 1999 
Annual 2.0 2.6 6.4 6.4 6.4 5.2 2.6 0.4
Cumulative 2.0 4.6 11.0 17.4 23.8 29.0 31.6 32.0
3nomic go of RetumrnN ot applicable.
Me. IBRD No. 20846
REIPOMO FS EE?DAMY E3DLTCATION
I. BACKQRtUN
A. Ibe EconomicSefn
1.1 Jamaicah as bee undertakinga processo f adjustmentto  achievea  soundm acroeconmr ic
frameworka nd establishth e basisf or sustainedg rowtha nd development.V ariousa greemen with
the innational MonetaryF und and four sectorala djustmenlto ansf rom the Bankh aves upportedth e
Governmen'se fforts. Adjustmenhta s beend ifficulti n a small,o il-importinegc onomyh, ighly
vulnerableto  sharpc hangesi n termso f trade and ote eenal shocks. Event houghJ amaicah as
donev irtally no eal net borrowings incet he mid-1980sr,e centg rowthi n the US dollarv alueo f
Jamaica'so utading exernald ebt becauseo f the appreciationo f otherm ajorc urrenciesi n relation
to the US dollara nd declinesi n net officialf inancingh ave woreed amaicas  debto ver-hang.N 4ow,
exernal debt servicec onsumesa lmosth alf of the Govement's budget. Thesef actors,c ombined
withn aturald isastersa nd domesticp olicyi ndequacies,h avel ed to almost wo decadeso f very low
growtha nd a markedd eteriorationin  the sociali nastructure. On a per capitab asis,J amaica's
incomet odayi s lowert hana t the begining of the 1970s,w iti povertyd eepeninga t the loweri ncom
segmen of the population.
1.2 The new Governmentth at camei ntoo fficei n 1989t ookd rastica ctionst o: (i) accelerateth e
pace of reforms;( ii) reducet he sizeo f the publics ectort hroughc uts in subsidiess, tremining of
governmenetx pendirs, and a stepped-up rivaizatione ffort;a nd (ii) establisha  HumanR esoues
nevetRme Pxoeg= (HRDPt)o  restoret he flowo f fundst o core socials ects, withp articular
emphasiso n the poor, whilei mprovingth e efficiencya nd equityo f thesee wpenditures.
1.3 Macreconomicp oliciesa nd outcomesd uring1 991w erew orset hane xpectedb, ut major
improvementcsa mei n 1992. Thep ublics ectora ccountsw erer oughlyi n balanceb y the end of the
year. The eliminationo f subsidieso n importedp roducts,n egativer eal inerest rates, andt he sharp
devaluadono f the Jamaicand ollara  year ago conetutd to acceleratedin flation-from2 8% in
1990/91t o over 100%i n the 12 monthst o March 1992. SinceS pring1 992,f isca and monetary
policiesh ave beend ghtened,t he ehe rate has stabilizeda, nd inflationh as droppedt o about 1%
per month. In the EFF witht he IMP, approvedla st Decembert,h e GOJ madea  commitmentto 
achievep ublics ectors urpluseso f 2.5% of GDP in 1993/94-aftecr ouningB anko f Jamaical osses
and not couting proceedsf rom diveatn-and 3.5% of GDP in 1994/95. The Government
recognizetsh e severec onstrainttsa  the countryc ontinuesto  face:v ulnerabilityto  termso f trade
shocksa nd naturald isters, the heavyb urdeno f a large extrnal debt, the deficiencyo f economic
infrastructuret,h e d oration of social services and the increase in poverty. For the 1990s,
prospectsf or fnancingg rowth-inducincga pitale xpenditureds o not appearp romisinga s net resource
flowsh aved ecreaseds ustlly with dettr ansfersn own egligible.M ediumt-o  long-term
prospectsh, owever,w ill dependo n the Government'csa pacityt o enhances tabilizatioenf lbrtsa nd
ste policyr eformsn eded to genrate and sustaing rowth.
1.4 Jamaica'se conomicp erformancei,n  turn, afsectsi ts educationaplr ovisioni n two principal
ways:i t influencetsh e availabilityo f bothp ublica nd privater esourcest o finane educationa; nd
togetherw itht he strcture of growth,i t dermines the levela nd compositioonf  demandf or labor.
-2 -
Thee conomica nd libeSiion measurs adoptedt o dates eekt o achievein creasede fficiencya nd
growtht broughe dhancedc ompetitionan d moreo penm arkets. If successfult,h ese meaues should
positivelya ffect labor demand. However, a more competitivee nvironmentw ill encourageg rowth of
non-traditionae xports,w hereJ amaicah as or canr apidlyd evelopa  comparativaed vantage.A s
economica ctes changei n responseto  changesI n the incentivefr ameworks,o  willt he demandf or
specifics klls. 'he flexibiityo f the work force, especiallyit s moblity and abilty to quicklya cquir
marketables killst hrougha  solidg enerale ducationw, ill largelyd eteminet he rapidityo f labor
absorptiona nd its productivityin  emergings ectrs, and ultimatelyg, rowthp rospects.
1.5 Ensuringth at the mostv ulnerablsee gmentso f the populationa re activec ontributortso  the
growthp rocesst hroughe nhanceds killsw ill be a highp riority. In the educationse ctor,p rovisiono f
an adequateb asice ducationfo r all children,b ut especiallyth osec omingf roml east well-offf amilies,
will be a key requirmentf or achievingb roaderd evelopmenotb jectives.
B. IUD SociS ectors
1 6 Jamaica'ss ociali ndicatorsa re generallym oref avorableth ant hoseo f other countriesin  the
Latn Americana nd Caribbeanre giona t similarl evelso f income. A historyo f relativelyh igh
allocationos f publicr esourcest o the socials ectorsi n part explainsth eser esults. The infantm ortlity
rate fell by two-thirdsb etween1 960a nd the mid-1980tso  only2 0 deathsp er 1,000l ive-births;
primarye nrollmenrta tes are nearlyu niversala; nd, femalep articipationin  educationis  one of the
highesti n the region. Ihe deterioratioonf  economic onditionas nd worseningfi sa balancesi n the
1970sa nd early 1980s,h owever,l ed to deep and ill-targetedcu ts in governmensto ciale pendiures.
Biedgetarpyr essuresi ncreaseds ucht hat by 1986,r eal outlaysi n educationw ere2 5% lowert han in
1981a nd 35% loweri n health. Therew as an accompanyindge teriorationin  the qualitya nd capacity
to delivers ocials evices. And, in 1988,H urricaneG ilbertc ausede nsive lossest hroughoutth e
countr, fiurthedr amaginga  socials ervicen etworka lreadyi n needo f repair.
1.7 In responset o these mountingp roblemst,h e HumanR esourcesD evelopmenPt rogram
(HDP) was intrduced in 1988,w itha  Secretiat lodgedi n the Planningln stitt of Jamaica
(PIJJ). Cover*gb othn ew itiatives and ongoingp rojects( cuntly _nbering 18), the Human
ResourcesD evelopmenPtr ograme mbodiesth e GOI's commitmentto  socials ectord evelopmenatn d
povty allevistionw ithint he constraintos f the economicp rogram. The overalla imso f the HRDP
are to providea n increaseds hareo f resourcest o the socials ectors( Annex1 , Table9 ), andt o initiate
policyr efoms to geate greatere fficiencya nd moree quityi n the use of theser esources. Major
policym eas include:( i) ani ncased shareo f Ministryo f Health( MOH)a nd Ministryo f
Educationa nd Culture( MOEC)r ecurrente enditures devotedto  primaryh ealthc are and basic
education(r ades 1-9);( ii) improvedta rgetig of nutritiona id (mvolvingth e phasng out of genera
food subsidiest,i gned eligibilityre quemen for food stamps,a nd targetede xpansiono f school
lunchp rograms)a nd employmenats sistace; (iii)i ncreasedc ost recoveryi n publich ospitalsa nd
secondays chools;a nd (iv) institutionaslt egthening and imp montoring.
1.8 Progresso f the HRDPi s beingm onitoredi,n r alia througha n AnmnaRl eviewb y the
Goverment, witht he participatioonf  the Banka nd otherd onors-thef ist such Revieww as heldi n
-3-
February1 991.1'T he discussionds uringt he Reviewt akep lacea t twGI nter-relatelde vels: (i) the
meetingo f overal policyo bjetives In the socials ectors;a nd (ii) the fulfilmento f projects pecific
objectives.
1.9 At the policy the Reviewe valuateps rogressm adea gainst he contentso f the HRDP
PolicyM atrix,i ncludingta rges fo intrasectorablu dgeta llocationws hichr eflectt he priorities
contined elsewherein  the Matrix. To date, the Governmenrte mainsc ommittetdo  reachingi ts stated
objectivesa nd overall,t he Banka nd Govermmeanrte  in agreemenat boutt he broadd irectiono f social
policy( e.g. prioriizaton of primaryh ealtha nd basice ducationa ctivitiesa nd the introductioonf  cost
sharing). Progressh as beena chievedo n mostc omponentosf  the HRDPP olicyM atrix. Of notable
achievemenatr e: (i) the completep hasingo ut of genea food subsidiesc, ombinedw itha n expansion
of targetedn utritionp rograms;( ii) proposals ubmittedto  the Cabinetf or revisingt he fee structureo f
hospitals,d rugs,a nd selecteds ervicesb asedo n beneficiarya bilityt o pay; and (iii) rationalizatioonf 
publich ealthf acilities.
1.10 Despitet he Govenment'si ntentionto  adopts tatedp olicyr eforms,t he ministriesin volvedi n
the HRDPh ave littleo r no in-housec apacityto  undertakea dditionasl tudiest o evaluateth e impacto f
policyd ecisionso r to providef lexibilityin  respondingto  thesep olicyi ssuesa s they evolve. Over
time,t he policyi ssuesf acingt he HRDPh aveb ecomei ncreasinglsyo phisticatedF. or example,t he
extensivec overageo f its socials ervicesm eanst hatt he agendah as shiftedf romt he analytically
simplerp roblemso f buildings choolsa nd clinicst o the more complexis sueso f how to improvet heir
qualitya nd efficiencyin  an extremelyti ghtf isc situation.A ddressingim portat policyi ssues( e.g.
cost recovery,i mprovedta rgetingt o protectv ulnerablge roups,p rivates ectorp rovisiono f services,
and decentralizationw)o uldb enefitf romq uantitativaes sements of the costsa nd benefitso f different
options. Jamaicap ossessestw o richd ata basest hat couldg uides uchp olicyd ecisions.T he Surveyo f
living Condition(sS LC)p rovidesi nformationo n householdsh' ealth,e ducationm, ntritionh,o using
and consumptiot Ministriesin  the socials ectorh avep oint-of-servicseta tisticsf romt heir
managemenitn formationsy stemsc ollatedt hrought he InstitutionB asedM onitoringS ystem( IBMS).
Unforuely, recouse to thesed ata basest o answers pecificp olicyq uesdonsh as beenl imited.
1.11 In evaluatingim plme o of individuasl ocials ectorp rojects-largelyc ontainedin  the
Govenmen's capitalb udget-it is apparenth at overalli mplementatiohna s beenh amperedi n large
part becauset he necessaryfu ndsh ave not beenm adea vailableo n a timelyf ashiont hroughq uarterly
budgetr eleasesf romt he Ministryo f Finance( MOF)t o implementigm ministiesS. o, despitet he
successo f the HRDPi n mobilizinga dditionaelx tenuarl esourcesf or rebuildingth e socials ectors,
aca exenditures usingt hese resourcesh aveb een constraineuds ingb udgetarym echanismisn  order
to meets tabilizatiofni scalt argetsw ithoumt akinga ppropriatere allocationtso  Govenme's stated
prioritya reas, includingin vestmentisn  the socials ectors.
IrftheH RDPS eaetarit is supo through& . Burs Sooia Sectr Develomt project As parto f this Proj
cononaly, Ihe GOJ is requied to hold an Annua Rmiew of Xh HRDP.
-4 -
11. REEDU,J= .SECTOl
A. Oveyew
2.1 Jamaicah as placedg reat emphasiso n educatione videncedb y averagen et enrollmenrta tes of
98% at the primaryl evela nd 82% at the lowers econdaryle vel( Grades7 -9). Femalep articipation
rates are amongt he highest in the world. Educationi n Jamaica is free and compulsoryu p to age 11
and is providedl argelyt hrougha  publice ducations ystem. Privae institutionfsi gureo nlym arginally
(e.g. around4 % of primarye nrollmenta, nd 6% of secondary).I n 1987/88t,h e educations ystem
servedo ver 500,000s tudentsb etweent he ageso f 6 and 17 in over 1,500i nstutions islandwide.
Malea nd femalee nrollmentasr e aboute qual( Annex1 , Table 1).
2.2 The pr_ar educaionQysgmb oastsa lmostu niversacl oveage, witha  net enrollmenrta te of
about9 8% for childreni n the 6-12 ageg roup. Drop-ourt ates are relativelylo w, primarflyb ecuse
Jamaicap ractces a systemo f automaticp romotionto  higherg radesw ithourt eferencet o achievement
or ability. Universacl overagea nd low drop-outr ates,h owever,m askt he qualityo f schooling
providedt o the majorityo f primarys tudentsw, hichi s widelyp eceived as poor. Accordingto  the
NationalA ssessmenPtr ogram'sG rade6  Achievementet stsi n the late 1980s,o ver4 0% of sixthg rade
studemsw ere foundt o be functionallyil literate,i .e., unablet o read withc omprehensioant the fourth
gradel evel. Notabled ifferencesin  achievemenetx ist acrosss chools( withu rbans choolc hildren
generallye xcellingo verr ursa)a s wella s by gender( withg irlst ypicaly scoringh ighert han boys).
The Governmenta,l ongw ithd onors( notablyth e UnitedS tatesA gencyf or InternationaDl evelopment
and the InterA mericanD evelopmenBt ank),a re begining to addresst he poor qualityo f primary
educationb y adoptingc omprehensivre formm easures.
2.3 "ad-q E . Jamaica also has been ighly successfuli n providinga ccess to
secondarye ducationin  generatlm s, withn et enrollme ratesh ighr elativet o other middlei ncome
countries. in 1987,t he net erollment rate for lowers econdary(G rades7 -9)w as nearly8 3% andf or
uppers econdary(G rades1 0-11)n et enrollmenwt as 63%. Howeverh, ighc overagel evelsd o not
necearily translatei ntoe quityo f accesst o a similarf ormo r qualityo f schooling.U ndert he
existing system, there are six paralle typeso f lower secondary schoolp rogms, each of which vanes
significantlbyy  the abilityo f studentsr ecruitede, xpenditr per pupil, and qualityo f programs
offered. Thesea re: TraditionaHl igh Schools,C omprehensivHei gh SchoolsT, echnicaHl ighS chools,
New SecondatyS choolsA, U-AgeS choolsa nd Vocational/AgricultuSrdch ools. Over 40% of
studentsi n the Grade7 -9 age groupa tend All-Ages choolsw hichr eceivet he lowestq ualityi nputs
and the lowestp er studente xpendtres (Annex1 , Tables2  and 3).
2.4 ITep o . MmtTehrtea ry educations ystemi n Jamaicai s chactized by diversity
withi nstitutionsra ging fromc omm ity colleges,t eachers'c olleges,t he Collegeo f Arts, Science
and Technology(C ASI), to the Universityo f the WestI ndies( UWI). Approximatel2y0 ,000s tudent
are enrolledi n terary institutionsw, itht he largestp roportionin  communityco lleges( about4 0%
percent),f ollowedb y UWI (25%)a nd CAST( 20%). Qualitya nd efficiencya re also of conceena t
this levelo f the educations ystem. Thef ailurer ate is highi n somei nstitutionsa ndp rograms,
evidencedb y ilCesing enrollmentws ithf ailingo ututs. For example,i n 1988t he Exonomica nd
Soil Surveyo f Jamaicar eportedt hat 50% of teachers uden i theirf inal year failed. It is
believedt hat a majorc ontributoryfa ctori s the qualityo f educationre ceiveda t the secondaryle vel,
-5 -
whicht hen requr remediali stucio at the tray level. Thish ighlightsth e issueso f efficiency
and cost-eftctiveness which theed en tire educations ystem.
2.5 SourcaInd Mm 1Einu cationd ln . The MOECh as not escwaptehde  Jamaican
Government'fsi aial constraintst,h e severityo f whichh as increaseds harplyi n recenty ears.
Budgetaryc uts haveb oeeu ndetakena t the exes of inputsn eededt o improvet he qualityo f the
system( .e., instructionaml arials, teachert raing, schools upervisions,b e evaluationa, nd
policya nalysis)a nd to maintaino r expande xising infastructure. hI viewo f the decliningr esource
base,t he MOECh as made,a nd willc ontinueto  make,c hangesi n its cumrt policiesi n order to
incese efficiencya nd atain its objectivesw ithint hosel imits.
2.6 Jmaica has had a longt raditiono f substanti supportf or the educationasly stema s evidenced
by highe nollmentr ates. Althougha s a shareo f non-debpt ublice xpenditurese,d ucationro se from
19% in 1981t o 22% in 1991,w hend ebts ervicei s includede, ducation ndituresa ctuallyf ell from
15%t o 12%o ver thes amep eriod-ther esulto f highd ebts ervicea nd fAl auterity measures. As a
shareo f GDP,e ducations pendinga lso fell from about7 % in 1981t o a low of around4 % in 1985,
and has sincer ecoveredo nlyt o about5 % at present. Overall,e ducationrp resents about4 % of the
capitalb udgeta nd about1 8%o f the centra Governent's recurrentb udget.
2.7 Inr ed terms,r ecurrent haved eclineds harply,b y 23% over the past decade
(Annex1 , Table4 ). The shrinkingb udgeth as had its greatesti mpacto n non-salayr ecurrent
epditur such as instctional and resourcem ateris, mantenancea, nd qualityt rnig programs.
Witht hreequarterso f the recrrent budgeta locatedt owardss alaries,t here are few iputs beyond
thers available.T he averagea nnualg rantp er pupilf or non-salaryre urrent expendtu
decreasedf romJ $140t o J$52 (in 1987c onstanpt rices)b etween1 987/88a nd 1991192.T his
translatesi ntol ess thanU S$2.00p er studeatf or fundingq ualityi npts.
2.8 W-ithinth e MOECs rernt budget,p riorityh as beeng ivent o increasingth e shared evoted
to pry educationc, onsistt witht he HRDPp olicyc ommitmenotf  strengtheninbga sice ducation.
In 1991/92p, rimarye ducatona ccountedfo r 38%o f the budget,u p from 35.1%i n 1981/82. Per
pupilr ecurf expendiues at the prmary levd rose by 31% fromJ $258( m 1981c onstantd ollars)
in 1981/82t o J$375i n 1990/91( Annex1 , Table5 ). Increaseds upport o primaryl evele ducation,
however,h as takenp laceb y reallocationfsr oms econdarya nd tertiy levels. Of the remainings hare
in the 1991/92r ecurret budget,3 3.3%w as devotedto  secondarye ducation.O n a per capitab asis,
ependiturs for secondarye duaton decreasedb y 21% fromJ $810p er pupili n 1981/82t o J$642i n
1990/91. At the Tetary level-whicha ccountedfo r 22.4%o f the budgeti n 1991/92-expenditures
have also declineds ignificantly.P er capitas pendingd ecresed fromJ $4,316i n 1983/84to  J$2,753
in 1989/90.
2.9 The shareo f the educationb udgetd evotedt o capitale xpendit has steadilyi nceased in
recenty ears, directdya s a res of the HRDP,t he majorityo f whichf inancedw it foreignl oansa nd
grants. Mosto f thesec apitalo uas haveb eenp rogrammedfo r refurbishinga nd expandingp rimary
and pre-schoolsf,o r consuctin of regionalo fficest o assisti n decentralizationan, d for a varietyo f
activiiesi ncludedu ndert he Sociala nd EconomicS upportP togram( SESP). Althoughth ese
investmenpt rojectsa re conwnedi n Budgetd ocumenat,implementatihoans  beens everelyh ampeed
becase of te lack of fundst hroughq uartrly budgetr eleasest o linem inistriesf romt he Ministryo f
Finance,e venf or foreigng rant.
-6-
2.10 ncreed governmenfti naning of educationin  the futurew inlh avet o dependo n economic
growti as well as the abilityt o mobilizec omplemenayr esourcesf rom stxuets, parents,c ommunity
groupsa nd the privates ector. The majorn n-goverenta sourceo f finacing in Jamaicai s from
studen and their families. Currentlyt,h e Governmenstu pportsa  policyo f cost recoveryf or
textbooksth rougha n establishedre nal schemef or secondarys chools,e xcludingA ll-Ages chools.A 
studyc ompletedb y the MOEC estfmatedfa milye  ituresb y typeo f secondarys chool( Annex
1, Table6 ). Althoughf ees are not dcaged direy for tuitioni n governn schools,f ay
expenditureisn cludeo utlaysf or education-relateitde ms,p articularlyte xbooks,w ritg materis,
transp ion, uniformsa nd mealsv. Theb urdeno f thesec ostsh as had an effecto n ateance for
All-Ages chools,a ndt o a lessere xtent,f or other seondy schools.I t is widelya cknowledgetdh at
one reasonf or poor atendancea t All-Ages choolsi s that somed aysp arentsc annota ffrd to provide
luncho r tansportationm oney. Thea veragea nnualf amilye xpenditureo f J$1,589i n All-Ages chools
is almosto ne-quart of per capitaG DP,w hichi s undoubtedlqyu ited ifficultf or manyf amilies
paicularly thosea t loweri ncomel evelst o afford,a nd whenm anyh avem oret han oue childi n
school. Familye xpenditmeas lsov ary by typeo f schoolw itho utlaysf or tradiionalh ighs chools
aboutd oublet hosef or All-Ages chools. The is also formalc ost recoveryf or tuitionf ees at the
tertiaryl evel. The Cess, whichw as initiatedi n 1986,r equiress tudets attendingU WIa nd CASTt o
contributeto  the cost of theire ducation. Tbe Cessf ees,w hicha re detrmined by the University
Council,a re generallylo w, althought he Councili s currany reviewingp roposalsto  increaset he fee
structure.
2.11 Otheri nitiativehs ave includedra isingf ds ffomt he privates ectori ncludingc ontribudons
fromb usinessesc hurches,a lumnio rganizationsa,n d fund-raisinagc tivities.I n recenty ears, several
employerhs ave agreedt o sponor programsa nd schools. Some1 20s hools havec urrenty been
"adopted"b y diffeent companiesi ncet he schemew asb eguni n 1989.
D. SelectedI sme  in duio
2.12 Jamaica'sh ighe ducationc overagem asksa  numbero f shortcomingsw, hichb ecome
paticularlye videnta t the lowers econdaryle vel, altough theyh avet heir rootsa t the prmay level.
The main issuesa re the decline n qualitya ndd uei equity In dhepr ovsion of resourceas nd edation
opportniies acrossg eographica nd socioeconomicg roups. Inadequatefu ndingo f educationad
expdur providesa  backdropf or eWplaninpgo or quaity and to somee xtent,i nequity. An
addiionali ssuei s the inabiit of theG OJIMOEtCo  employe dwaion datao n schoolq uaity and
studet acievementt o evauatea nd mnitor the impacto f on-goingo r proposedp olicy changeso n
schoolsa nd students.
ZIMOBC-,U nk Cols Study, J_aay 1990.
f Por expl, in sondlhl8y 50w06 excbdngA f-Aip, dne is a cost recovay wem for txbooks. Fsmies pay
fihe 1$60 to IS120p er book per did per whoo yewt.
-7-
Oualityo f Education.
2.13 Poor qualityi s reflectedi n low studenta chievemenwt, ithh ighl evelso f fimctionalliyl literate
students-over4 0%-enterings econdarys chool,i ndicatingd eficiencieast  the prmy level( Annex2 ).
Poor instuctionalq aity is also evidentb y the very lowp erformanceo n terminale xamsa t the
secondaryle vel. The MOECe smat that abouth alfo f thoses tudentsw hof inisht he nine-yearb asic
educationc yclei n the most-disadvantagAedlU -Agsec hoolsf ail to acquiref undmentall iteracya nd
numeracy.E vena mongt he morep rivilegeds tudents ittingt he CaribbeanE xaminationCs ouncil
(CXC)e xamw hichd etemnes entrancet o post-secondarcyo urses,p ass ratesf or bothE nglisha nd
mathematicws erel oweri n 1989i n Jamaicath an in Barbadoos r Trinidada nd Tobago.
2.14 The situationc an be attributedto  interated deficiencieisn  the followinga reas: (a)
curriculum(; b) teachera nd schoola dminisuatotra ing; (c) complementariyn structionaml aterials
(i.e. texbooks); (d) educationaslu pportm aterialsa ndt eachinge quipmenta; nd, (e) school
2.15 Curricum reformr ecentlyu ndaken has addressedp rimaryG rades1 -6, whilet he
curriculumfo r grades7 -9 remainsb oth inequitablaen d inefficient.T he curriculumv ariesb y type of
schoola nd is a majorc ontributinfga ctort o the unevennesos f secondarye ducadonp rovision. Those
childrena ttendingA U-Agesc hoolst hroughG rade9 , and for whomb asice ducationis  likelyt o be
terminal,r eceivee ssendallya  repeato f the primaryc urriculumfr omp rimary-trainetde achersw ith
virtuallyn o instructionaml ateriasf or secondaryle velt eaching. In terms of efficiencyt,h e overall
approacho f the curriculumis  basedl argelyo n rote learningb y drill ("chalka nd talk")a nd by a
didactics tylew itht eachersd ispensingin formationan d studentsta kingn otes.
2.16 Moreovert, he ina am= distortst he teachingo f the revisedc urriculuma t the
primaryl evelb ecausei nstead,c lassroomin struction-andp arenta rources for privatet utoring-is
concentaed on the contn of the higblyc ompetitivCe ommonE ntranceE xam( CEE-l +), whichi s
takenb y studentsi n Grades4 -6, dependingo n their age. At present,t he CEE-1 + exami s the
selectionm ehanism to allocatel imiteds pacesi n Grade7  of the prestigiouhs ighs choolsw hich,i n
trn, givess tudentsg reatlyi ncreasedp rospect for academics ucce8sa nd futre income-earning
potential.
2.17 Concernsa boutt ewhers especiallya t the secondaryle vel, are bothq uantitativaen d
qualitative.D ater. elatedt o teachers upplyi n compaisont o studente nrollmensth owst hat it is the
All-Ages choolst hata re at yet anotherd isadvantageT. eacher-sdent ratiosf or All-Ages choolsa re
1:40,w hereasf tera ll othersa t the secondaryle velt he ratio is in the order of 1:20. Teacher
qualificationasl  o varyb y typeo f school. Fortyp ercento f allh igh schoolt eachersa re university
graduates comparedt o 8 percent in the new secondarys chools and only 2 percent in the All-Age
schools( Annex1 , Table7 ). Althoughth e percentap of teachers'c ollegeg raduatesin  the systemh as
increasedc onsiderablye, specia1liyn  the NewS econdarya nd All-Ages choolst, he majorityh aveb ee
traned for the primaryl evel, so at they lackt he contenta nd methodologayp propriatefo r the
secondaryle vel. Finally,t he lack of on-goingin -servicetr ainingf or secondarys choolt eachersm eans
that the teachingf orce is not exposedt o moderna dvanes in subjectc ontenta nd teaching
mediodology.
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2.18 Inadequatpe rovisiono f xtboo cobutes to the poor qualityo f learning. Donors upport
(Annex3 ) has contributedto  the provisiono f textbooksfo r primaryl evels tdens that are basedo n
the new primaryc riculum. At the secondaryle veda,  GOJ/ODAp rojecth as provided,o n a rental
basis,t tbooks writ for student readinga t the so-calledN ormaivea nd Enrichmenlte vels.
Howevert,h bisc hemed oes not includeG ades 7-9 in the All-Ages chools,w ho mustt hereforer ely
on a repeato f materialsp rovidedf or primaryl evels tudents. Moreovert, he textbookr entl scheme
bas encounteredi fficultieisn  that a sigAificanntu mbero f stents do not rentt he books,e ither
becuse parentsc amot affordt he rentalf ees or beuse studenuas re unablet o readt he books.
Althoughth e proportiono f student in eachc ay is not klown, the MOECh as estmatedt hat
approximatel6y0 % of Grade7 -9 studentsin  All-Agea nd NewS econdarys choolsr ead at two or more
gradesb elowt heir presentg radel evel. A surveyi n 1989o f Grade7 , 8, and 9 studentsr evealedt hat
42%, 39% and 36%, respectivelyw, ouldn ot be ablet o makef all use of theset extbooksb ecase of
deficiencieisn  literacya nd nmeacy.
2.19 Additionael ducatiol ma  niaals  Iteae  q are also inadequate.T herea re no
laboratorieos r equipmenitn  All-Ages choolst o facilitatet he teachingo f science. Eveni n the high
schools,t he lack of fundsf or _ meanst hat manyl aboratorieas nd pieceso f equipmenat re
non-funtoad. Othert eachinga ides, sucha s maps,p ostersa nd consunablem aterialsh, avea lso not
been availableg iven the size of non-wager ecurrent budgets at the school level.
2.20 kb3WWf ails have also sufferedf roml acko f _ . Althoughth e traditionahl igh
schoolsh ave a greaterc apacityto  solicitf undsf or maiten of infrastructuraen d funiture from
ParentT eacherA ssociaions( PTA)o r communitiesth, e All-Ages choolsa re usuallyo ld and
dilapidatedw itho penc lassrooms eparatedo nlyb y chalkbods. Roomsf or differenat ge groups( i.e.
thosei n Grades7 -9)o r specializecdl assesa re lackingi n the All-Ages chools. In manys chools,
furiture is designedo nlyf or use at the primaryl evel, withs econdary-agset udentss harings eatingi n
groupso f three or on low benches.
h=f M in l 
2.21 As evidentf romt he descition above,J amaicane ducationa t the seondary leveli s
charaeized las a highlys tratifieda nd inequitablsey stem. This is reflectedb y larged isprites in
teacherq ualificationsfa, ciities, insuctional quality,l earningm aterias, insttional support,a nd
resourcea llocation.I t translaes intol imitede ducationaalc hievemenatn d life-timee mployment
oportunitiesf or a larges hareo f Jamaicanc hildren For examplet, he All-Ages choolsc omprise
about4 0% of junior seondary enrollments,e rvet he poore soco-economicle velso f studens, yet
receivet he lowestl evelso f resourcea llocationa nd educationailn puts. Abouth alf of thosew hof inish
Grade9  in All-Ages choolsa re fconally illiterate. Yet, overh alfo f studentsl eaves choola nd
enter the labor forcea t the end ofG Cade9 . To date, the lowers econdaryc ycleh as failedt o fulfll its
cridcalr ole in establishintgh e basisf or lifelongl iteacy, mnueacy and other employment-related
skils.
2.22 At the other end of the specum, al 70% of childrena ge 11-13s it the CEE-11+, only
20% of these are awardedf reep lacesi n the relativelyw ell-resourcetdra ditionahl ighs chools. These
bighs choolsp repares udentst o take the prestigiouas cademicay-orienterde gionala nd internationd
examinations (e.g. CXC and 0-levels) thatu ltimatelyp rovide the way into post-secondarye ducation
and oflEr good prospectsf or employmenotp pmuit.
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InsufficiMe and Alloation of Endi
2.23 Mhel ack of sufficienrt esourcesi s an importaitc ontrbutingf actort o the poor qualityo f
Jamaicane ducationa, s shownb y low percentageo f non-wagere currentb udgetsa vailablefo r quality
inputsa nd maintnance. Furthermoret,h e allocatono f whatl itder esourcesth e sectord oes command
lies at the heart of the inequi of the educations ystem;t he uneqW distributioonf  resourcesb y tpe
of schooli s striking( see Table 1). Childrenw ho attendA ll-Ages choolsa re clearlyn ot onlyt hose
whor eceivel east fromt he publics ector,b ut also comef romt he poorests egmenot f societyw hose
parent can least affordt o contributef inancially(A nnex1 , Table8 ). In fact, almosth alf (45%)o f
the childrenf romt he poorestp opulaionq uintilea ltendA ll-Ages chools,w hilea n almoste qual
proportion( 47%)o f the richestq uintilea ttendt raditionahl igh schools. Table1  showsM OECg rants
per pupilt hat are providedto  schoolst o covert he non-wagere currentc osts, includingu tlities,
mantnance and other qualityh iputss uch as textbooksr, esourcem atris, libraries,t eaching
equipment.I n real terms,r esourcesa vailableh avef allenb y as mucha s two-thirds ince 1987/88.
The tablea lso illustratesth e inequalityo f resourcea llocationb y diffe typeso f schoolsf; or
example,i n 1991/92s, tudentsi n traditionahl igh-schoolrse ceiveds event imest hato f pupilsi n Grades
7-9 in All-Ages choolsa nd overt wicet he amountp rovidedto  NewS econdarys chools.
Table1 
Graita Per Pupil in Gades 7-9, by Type of School
",____________ (nmco nstnt1 987J amaicadno llm)
1987/88 1988/89 1989/90 1990/91 1991/92
AIl-Agpe" 30 28 24 20 11
New Secondauy 100 92 79 67 37
Comnprehensive 167 153 131 112 62
TraditionalH Igh 200 183 157 133 74
TechnicaHl igh 312 286 246 208 115
Source:M OEC,S taibstc UniL
a. Equvalet to per up g8rarntos prnmy shool studbn.
Inabilityo f the GQI/MOECto  Evaluatea nd Monitort he Impacto f PolicyC Qan=es
2.24 Givent he tigh fiscals ituationin  Jamaica,a ny improvemenint  the qualitya nd equityo f
education ill needt o be donei n ac ost-effectivem anner. Currendy,t he MOECl ad the abilityt o
evaluatea nd monitort he impacto f any suchp olicyc hge. The complexitayn d multiplicitoyf  the
Jamaicane xaminationsy stem,f or examplef, ailst o providek ey informationfo r measuringth e
"output"o f the educationasly stema nd how it chnges overt ime. In additiont,h e MOECl acksa 
fully integratede valuationsy stm whichw ouldg ivef eedbackto  policym akerso n the impacto f
differentl evelso f inputs. Combinedt,h e eamiation and evaluationsy stemss houldp rovidep resent
teachers,s tudentsp, arent and policym akersw itht he informationth ey needt o improvet he qualityo f
educationa ndt o efficientlya llocates carces ectoralr esources. The abilityo f the MOECt o analyze
such informationh, owever,i s weak. Managemenitn formationsy stemsh aven ot beenu tilizedt o their
fullest,p aricularlyi n the areaso f educationp lanninga nd developmentA. lthoughth e donor
- 10-
communityh as recenty provideda dditionacl omputersa nd trainingi n their use, manym achines
remaine itheru nopenedn, ot fittedw itha ppropriateso ftwareo r not adequatelym aintained.
C. The Govermeat's Strategy
2.25 Within a settingo f tight fiscal constraints,t he Govenment's overall strategy in the social
secors is to improvee fficiencyw, hilea t the samet ime,i mprovingth e qualityo f socials ervices. In
addition,t he Govemmenits  wcusinge xpenditureos n socials ervicesw itht he highests ocialr ate of
reurn and thosew hichb enefitm ostt hosew hoc an leasta ffordt o pay. In the educations ector,
evidencew orldwides uggeststh at a basice ducationc overingG rades1 -9a nd emphasizincgo re
subjects,i s the mostc ost-effectivwe ayt o provideb otht he laborm arketa nd the highere ducation
system with trainablem anpower. In spport of this strategy, te Govenment has stated the policy
goal of targetingr esourcest o ensure equal opponvyjfor aU childrent o receivea  qual4y basic
educationi n Grades 1-9.
2.26 Jamaicah as alreadyb egunt o addresst he qualityo f educationa t the primaryl evel( Grades1 -
6), namelyt he revisiono f the curricutaa nd the relatedp rovisiono f complementy inputs. Major
donors upport( USAIDa nd IDB)h as alreadyb eenm obilizedin  supporto f thesee fforts. The
Governmennto w intendst o improveq ualitya nd equitya t levelsG rades7 -9, whichi s inherentym ore
complicatebde cuse it involvesth e replacemenotf  the existings ystem-characterizebdy  six typeso f
schoolse achw ithd ifferenet ntry requireme, curricula,p er pupile xpendituret,e rminala ssessment
and social prestige-with a Junior High Schoolp rogram that provides a commonc urriculumg iving
equale ducationaol pportunityfo r all students.
2.27 Theu ndertakingo f reforma t the lowers econdaryle velsi s timelyb ecuse it involvesc ritical
backwarda nd forwardl inkagesth at complemenot ngoinge ffortsa t the primary,u ppers econdarya nd
tertiaryl evels. The refrm of Grades7 -9 is a naturale xtnsion of reformingth e primaryl evel,
ensuringth at, together,t hey providea  qualityb asice ducationin  Grades1 -9. Moreovert, he
rationalizatioonf  the exams ystem-particularltyh e postponemenotf  selectig studentsf or academic
streamsf romG rade6  unil Grade9 -is criticalf or the successo f the new primaryc urriculum.
Rationalizinlgo wers econdarye ducationw ill alsoh ave importat consequencefso r upper secondary
(Grades1 0-12)a nd tertary levels. Demandf or uppers econdarye ducationis  expectedto  increase
primarilyb ecauseo f the perceage of studentsw how illb e eligiblet o advanceb asedo n their
improveda bilityt o meete xamc ritia. The MOECi s exploringo ptionso f howt o respondt o the
inevitablein creasei n this demand. Evaluatingo ptionsw illn eedt o take intoa ccount he budgetary
implicationsa,s  wella s ensuringth e appropriatme ix of academica nd vocationatlr ainingd epending
on needso f the labor market.
2.28 In a Cabinetd ecisiono f May 20, 1991,a  majorr eformo f secondarye ducation( or ROSE)
waso fficy adopted. It willi nvolvet he introductioonf  a commonc urriculumw ithc omplemenary
inputso f teacbera nd principalt rning, textbooksa nd othere ducationaml ateials, furniture,
equipmenat nd selectedr efurbishmenotf  facilities.
2.29 Undera ssistancefr omt he WorldB ankF ourthE ducationL oan (Ln 2899-JM)a,  feasibility
studye xploredv ariouso ptionso f introducinga commonc urriculum.I he Goverment has selecteda 
gradualm ethodw herebyo vera  periodo f fifeen years,t he curriculumw ouldb e introducedin to
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selected schools in three Phases. In the first five year phase, the Govenment hopes to reach
approximateloyn e-thirdo f the totl entollmenitn  Grades7 -9 witht he new curricula. The 72 schools
to be includedin  the first five yearso f the reformw illb e selectedf romA l-Age and New Secondary
schoolsw hicht raditionallhya ve servedt he poorestc hfldrenw itht he least resourcs. Provisiono f
currictulm guides, textboks and related ftining would be standard across schools officially selected
undert he project. Otheri nputs,s ucha s physicalr efurbihment,w illv aryd ependingo n the stateo f
existings tructres. Schoolsn ot formallys electedf or the first phaseo f the reformw illb e able to
participatev oluntrily (up to a maxmumo f 10 each year)a nd receivea  packageo f teachera nd
curriculumg uidesa nd teachert raminig.
2.30 The FourthE ducationP rojecta lso supportedth e developmenotf  the newc ommon
curriculum.T he introductioonf  this curriculuma, longw ithr elatedi nputs,w asp ilotedi n four All-
Age Schools. Basedo n this expeience, it wasd eterminedth at the phasedi ntroductioonf  the
cufriculumw ouldt akep laceb y gradei nto schoolss elected,i .e. in the first year, Grade7  wouldb e
introducedin  the first year cohorto f schools. In the secondy ear, Grade8  wouldb e introducedin to
the first yea cohorta nd so on. Thisw ouldg iveb otht eachersa nd studentsth e opportnity to build
on previousy ear's experienc.
D. DsnorS=m o
2.31 Donora ctivityi n the educations ectori s mainlyc oncentrateidn  the areao f primarye ducation
withs upportf or the government'es ffortst o improvet he qualityo f Grades1 -6( Annex3 ). Witht wo
successivep rojectse ach fromt he IDB and USAID,r eforma t the primaryl evelh as includedt:h e
establishmenotf  the NationaAl ssessmenPt rogram( NAP)f or Grades1 -6;r eviewa nd revisiono f the
primaryc urrclum; upgradinga nd trainingo f primarys choolt eachers;l ibrarys ervices;a nd physical
inrsructurei mprovets.
2.32 Donori nterventionast  the secondaryle velh ave beenm ostlys mall-scalaen d althoughn one
have comprehensivelayd dressedth e GOJ's reformo f secondarye ducaion,s everalp rojectsh ave
includedi mportanet lemets that woulds upport he reforme ffort. Thesei ncludea  schoolm apping
erxcise, and a tracer studyo f secondarys choolg rads whichp rovidesu sefuld ata and information
on the linksb etweene ducationabl ackgrounda ndj ob opportunities.
2.33 Substidal resourcesh ave also beend irectedt owardt eriary education.A  ten-year
developmenptl an (1990-2000p)r epaed by UWI and supportedb y severald onorsi s aimeda t overall
improvemenatn d strngt of the universt system. The projecti ncludes:i nfrastructure,
equipmena nd institonal developmencto mponenss pecificallrye latedt o the improvemenatn dJor
eqansion of teachinga nd research,a nd a regionalc omponentto  strengtheno utreachs ervicest o non-
campusc ountriesa nd off-campust udents.
2.34 Otherd onors upporti n the educations ectori s aimeda t improvingth e management
capabilitieos f the MOEC. Activit' . supportedin cludet he developmenotf  an informationsy stemo n
the physicals tatuso f educationailn stutions, as well as the productiono f an intument for school
assessmenat nd the establishmenotf  a comprehensivaen d computerizeEd ducationaMl anagement
Inlrmation System( EMIS).
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E. Past BankE xgeriencea nd Less=nsL earned
2.35 Since1 966,t he Bankh as supportedfo ur educationp roject in Jamaicato talingU S$38
million. A SocialS ectorsD evelopmenPtr oject( US$30m illion),a nd a Financiala nd Program
Manage ImprovemenPt roject( US$15.6m illion)a lso containa  componenstu pportingth e
MOEC. The first threee ducationp rojectsw erei mplementefdr omt he late 1960st o the late 1980s
and coveredp rimary,s econdarya nd vocational/tecical sub-sector(sA nnex4 ).
2.36 The ongoingF ourthE ducationP roject,E duation Program Preparation and Student Lan
Project (Loan2 899-JMin  1988f or US$8.3m illion)i s the basisf or the GOJ'sR eformo f Secondary
EducationP rogram. In particular,t he MOECd evelopeda  commonc urriculumin  fivec ore subjects
for Grades7 -9 as wella s training and evaluationst ructuresfo r the newc urriculum.U ndert he
project,t he newc ommonc urriculumh as beenp ilotedi n four newJ uniorH igh Schoolsin  St Thomas
Parish. Overall,t his projecth as achievedit s objectives.A lthoughth e projectp eriodh as been
extendedb y one year to Decembe3r 1, 1994,t his wasd ue to delaysi n implementintgh e civilw orks
componentst;h e other componentosf  the project,n otablyt he developmenotf  the new curriculuma nd
the suegy for introducingth e reformi slandwideh, aveb eenc arriedo ut in a timelyf ashion.
2.37 1i. Basedo n a reviewo f audita nd supervisiorne ports,t he mainl essons
emergingf rom past projectso n projectd esignh aveb eent he needt o: (a) allowf or adequatep lannig
and advancedp reparatione, speciallyfo r projectsr equiringp olicyd ecisions(; b) pay greatera ttention
to insttional arrangemes for projecti mplemeon, especiallyif  the projecti s broad-basedin 
scoe; (c)e nsuref lexibilityin  bothp rojectd esigna nd implementiona rrangemens houlda  loan
needt o be adaptedt o changingc i ; and (d) ensurea dequatep rovisiono f finances. These
lessonsa re takeni ntoa ccounti n the designo f the proposedp roject. Substantila dvancep lanninga nd
preparationh as beenc arriedo ut undert he FourthE ducationP rojecta nd witha  JapaneseG rant
Faciity. The ReformM anagemenTt eama pproacha ddressesis ses raisedw ithr espectt o (b) and (c).
Finally,M OPo fficialsh aveb een kepti nformedd uing projectp reparationa nd severalc onditionfso r
negotiaionsa nd loane ffctivenessw illr equiret hat adequateb udgetay releasesf or this proposed
projecta nd the three other socials ectorp rojectsf undedb y the Banka re assuredf or 1Y 1993/94. In
additiona, CountryT mlemai-don Reviewi s scheduledf or March1 993t o addressi mplemention
issuest hat are commont o Bank-supportepdr ojects,i nluding the availabilitoyf  fundsf romt he MOF
to imple ministies throuhout the fiscaly ear. Lasdy,t he Bankw ill continueto  monitort he
releaseo f resourcest o the socials ectors( bothr etrospectivelayn d projected)th rought he HRDP
Annual Review, simultaneouslyw ith the AnmuaRl eview providedu nder the proposed project.
F. Rationakf or Banvlvmt
2.38 The Bankh as takena  lead role in assistingth e GOJt o formulatea nd implemenat n economic
adjustme and recoveryp rogramc omplementebdy  a coherents ocials ectors trategy. The Bank's
cowwy assac sratey is basedo n agreedp oliciesa s expressedin  the governent's Medium-
TermP olicyF ramework(u ly 1992)a nd the associatedP ublicS ectorI nvestmenPt rogramf or 1992-
95. he strey reflectsa n inftgrateda pproachto  tacling Jamaica'sm aine conomics, ociala nd
environmentaplr oblems. On the economicfr ont,a djustmenlte ndinge mphasizepsr vate sector
developmenatn d the growdto f employmenatn d incomest hrought he completiono f reformsi n the
aeas of trade,p rivatizatioann d deelation. Investme lending,i ncludingth e proposedp roject,
-13 -
complemes this approachth rought he contned supporto f: (a) the developmeno f humanr ours
and (b) the removalo f infatructure const.
2.39 Withint he soci sectors,t he ank's cntral role in assisg the G0 to formulatee, xecute
and monitort he HRDPb as beena  catalystf or lamaicai n developingan  integrateda pproachto  socii
sectord evelopmenatn d povertya lleviationw, hibeg eneratingc oordinated onors upportf or their
efforts. The prposed educationp roject buids upon the Bk's substantia involement in the sector
and supportso ne of the centralp rioritieso f the MOEC's Zve YearP lana nd the HRDP:i mproving
fte efficiencya nd qualityo f basice ducationw, itha  particularf ocuso n schoolss ervingt he poorest
students. Otherm ajord onorsa re already cklingt he issueso f efficiencya nd qualitya t the primary
level. In a mutuallyr einforcingm anner,t his projectw ill addresst heses ame issuesa t the lastd tee
grades of the basic educationc ycle, namelyG rades 7-9. The project also draws on the
recommendationansd  analysiso f the Bank's regionals tudy Access, QuaUtya nd Efcfenwy in
Cadbean Edwaton. Finally,t he ongoingF ourthE ducatin Projectw as specificalldye siged to
assistt he MOECi n buildingt he conceptuaal nd analytcalf rameworkf or the reformo f lower
secondarye ducationa nd to pilott he introductioonf  a commona cricuum (mcludingre latedt raining
and evaluationa ctivities)w hichf ormst he core of the reformp rogram.
m. TE PR03ECr
A. ftC29 ect}eandc
3.1 The projecta imst o improve: (i) the quaity and equityo f basice ducations, pecificallGy rades
7-9; and more genrally, (ii) the qualitya nd cost effectvenesso f publicp rovisiono f socials ervices.
The key objectiveso f the projecta re to:
fi) introducea  majorr eformo f the juniors econdarye ducations ystem( i.e. Grades7 -9) with
a focuso n the pooest groupsw ithn theseg rades;
(ii) stregihen the MOEC'sc apachyt o managea nd evaluateth e impacto f such a reform;a nd,
(ii) suengthent he PIOJ'sc apaity to carry out relevanta nd tmely socialp olicya nalysis.
B. kwo
3.2 ng lpoRd (82.4%o f tota projectc osnt,i ncludingc ontinncies) would
providef or: (a) the introductioonf  a commonc urriculum(;b )p re-servicea nd in-serviceta ining of
teachersa nd school ors; (c) the provisiono f textbooks(; d) the provisiono f minimum
educationaslu pportm aterials;( e) mprovemntsi n, and limitedn ewc onstucton of, physical
infrastructe, includingfu rniture;a nd (f) studiesa nd pilotp rogramsf or uppers econdarye ducation.
3.3 &xal1imna nd gm _Soe (8.7%o f totalp rojectc osts,i ncluding
contingenies)w oulds upport:( a) the raization of the exams ystem;0 ) the establishmenotf  a
RefbrmM anagemenTt eam;( c) the excautiono f a publica warenescs ampaign(; d)t he evaluationo f
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the impact of the new curriculum on educationala chievement;a nd (e) the preparationo f Phase II of
the Reform.
3.4 Social Policy Analyis and NUment (8.9% of total project costs, includingc ontingencies)
would finance: (a) the establishmento f a Social Policy Anaysis Unit in the PIOJ; (b) strengthening
key line ministriesi n swia policy analysis;( c) trainng, fellowshipsa nd the establishmento f a Data
Bank for the Universityo f the West Indies (UWI) in areas of social policy analysis;a nd (d) the
Survey of Living Conditions( SLC).
C. PoectCQMDoM=
Cmponent 1: SecondaryR eform Support
3.5 This components upports the implementationo f the first 5-year phase of a 15-yearr eform
program to improve the quality, efficiency and equity of educationi n Grades 7-9. It would finance
the necessr educationali nputs and supports ervices for the junior seonday reform program, and
the Government'sf ormulationo f straegies to address the icreased demand for services at the upper
secondary level.
3.6 To meet the equity objective of the project, aI 72 schools formallys elected to receive project
inputs will be All-Agea nd New Secondarys chools. Based on the Survey of Living Conditions,t hese
two types of secondarys chools serve 79% of the poorest quintile of students, 45% and 34%
respectively( Annex 1, Table 8). Althougha ll schools with Grades 7-9 will eventuallyh ave the new
crriculum intoduced by the end of the Reform period, the selectiono f the 72 schools for the first 5
year phase of the reform will be based on clearly defined crieria (Amnex5 , Table 1). The first
year's schools are shown in Annex 5, Table 2. Prior to negodations.t he Governmentc onfirmedi t
had identifiedt he selected schools for year 1 of the project (para. 6.1 ((a)). In addition,d uding
negotiationst he Governmenta zreed to submit to the Bankn ot later hn Sember 15 of each year
the specifics chools to be selectedf or the followinga cademicy ear. based on specificc riteria (para.
6.2 (a)).
3.7 Other types of seconday schools( e.g. better off traditionalh igh schools) will be encouraged
to voluntaily opt into the reform program-up to a maxinum of 10 each year-and will receive basic
inputs with limitedm arginal cost to the project involved. Voluntarys chools will receive curriculum
and teacher guides and teacher training, but will have to purchase other inputs such as textbooks. By
the final year of the project, a cohort of approxiaty 28,000 sxdents will be receiving the new
curriculum in Grades 7-9 (Annbx5 , Table 3), which combinedw ith a significantn umber of students
from the voluntary schools, would mean that about one-third of studentsw ould be receivingt he new
curriculumi n the first of three five-yearp hases.
3.8 More specifically,f tis sub-componentw ould include:
(a) C==ocurcuu
3.9 A new commonc urriculum for Grades 7-9 (includingm a,tematis, science, social studies,
languagea rts, resource and technology,a nd career education)h as been developeda nd piloted under a
- 1S-
previous World Bank project. The curriculumi s learner-cenered and combines a basic skills focus
with problem solvinga ctivities. The proposed project would support the introductiona nd continuous
assessmento f tbis cufclum in 72 All-Agea nd New Secondarys chools, rhis sub-component
encompassest he following activities:( i) productiono f 10,500 teachers' guides and manualst o
facilitate the teaching of the new curriculum; (ii) publicationa nd production of 1,000 Junior High
School Handbooksf or school administrators; (Mii2)  man-monthso f overseas training in methodso f
continuousd aily assessmento f students; (iv) 52 man-monthso f local consultantst o develop
continuousd aily assessment;( v) 3 man-monthso f local consultantsi n curriculumr esearch to support
possibler evision in the curriculum during implementationa; nd (vi) 62 man-monthso f local
consuitantst o develop remaininga dditionals ubject areas. The proposed project would also support
the incrementalp ositionsf or 85 teachers and 30 guidancec oumsellors.
(b) Pm-service and in-servicet rainingo f teachers and s-hool administaors
3.10 To assure effective incorporationo f the common curriculumi n the schools, extensivei n-
service training of teachers, school administrtrs and regionale ducationo fficers will be undertaken
during the project. The Joint Board of Teachers' Education( IBTE), a tripartite organization
representingt he MOEC, the Teachers' Training Colleges and the UWI, will be responsiblef or the in-
service training of approximately6 800 teachers in 72 project schools and 50 voluntary schools using a
combinationo f training strategiesi ncludings ummer workshops,s chool visits and distancee ducation.
The MOEC will be responsiblef or executingo ther reform-relatedt raining/orientationa ctivities
including: (i) 60 regionade ducationo fficers; (ii) 550 school administrators;( iii) 2200 school board
members;( iv) 380 teacher trainers at tertiary institutions( e.g. Teacher Training Colleges, UWI,
CAST, CTC); and (v) 2500 final year studentsi n the teachers colleges. Incrmental staff salary for a
Senior EducationO fficer responsiblef or coordinatingt raining will be supported.
() Productiona n distributiono f instuctional materials
3.11 Althought he commonc urriculum is the major vehiclef or achievinge quity, it is also clear
that cuntly studentsa rrive at Grade 7 with widely differentl evels of mastery of the primary school
curriculum. Four groups have been identifiedb ased on differencesi n reading proficiency; (i)
Fow,don I or reading at least 5 grades below grade-level; (ii) Fowudad 2 or reading at least 2
grades below grade-level;( iii) Nomatve or reading at grade-levelo r 1 grade below; and (iv)
Eharchmeno r reading at or above grade level. Therefore, while the curriculumc ontent will be the
same, instcional mateials (i.e. textbooks)w ill need to be multi-level,b ased on students' abilities.
3.12 The proposed project would support the: (i) procurment and distributiono f about 162,000
textbooksf or all reading levels in Grades 7-9 for 28,000 students in the 72 project schools (since the
textooks will be used by four successivec ohorts of students, some 112,000s tudent will be
reached); (ii) procurementa nd distributiono f 71,000 Foundation 1 and 2 level textbooksf or students
in schools not formally includedi n Phase I of the Reform at a ratio of 2 studentsp er book; (iii)
prowcurem and ditribution of 40,000 reading books (High Interest Reading and LanguageA rts
Program or HIRLAP)t o the All-Age schools outside the project; and (iv) administrativec osts to
extd the textbook rental scheme to All-Ages chools (Annex 6).
3.13 More specifically,t he project will provide Foundation 1 and Foundation2  textbookst o
17,000 stdents in All-Agea nd New Secondarys chools participatingi n the project at a ratio of one
- 16 -
textbookp er student. The content of Foundation 1 and 2 muterialsi s being developedu nder the
ODA-supportedS econdaryS choolT extbook Project. For the 11,000 Normativea nd Enrichmentl evel
students,t he MOEC will inviteb ids from the publishingi ndustryt o provide suitableb ooks for the
new curriculumb y developingo r modifyinge xistingt extbooksi n five subject areas (Math, Language
Arts, Social Studies, Science,a nd Resource & Technology). These textbooksw ill also be provided at
a ratio of one book per student. While waiting for these to be developeda nd published, All-Age
schools selectedf or the project will receive a set of existingt extbooks. Reading books (HIRLAP)
will also be provided to approximately1 6,000 students at a ratio of 1 book for 4 students.
3.14 All textbocks will be of durable quality (unlike those currently provideda t the primary level)
and will be expectedt o serve four successivec ohorts of students, implyinga  replacementr ate of
every four years. The approximatec ost per textbook to the MOEC for Foundation 1 and 2 level is
US$ 2.20, for Normative and Enrichmentl evels, US$ 8.25 and for HIRLAP US$ 1.50.
3.15 The sustainabilityo f the provisiono f textbooksw ill be enhancedb y the introductiono f cost
recovery into the All-Age schools which at present are not covered by the existingt extbook renal
scheme. The proposed project will support the administrativec osts of extendingt he rental scheme to
All-Age schools. Given, however, that the project is targetingt he poorest studentsm any of whom
attend All-Age schools, a mechanismw ill also be developeda s part of the textbook rental policy for
identifyinga nd supportingt hose studentsw ho canot afford to pay. Under the ODA project, an
impact study planned for early 1993 will, inter alia, analyze why studentsu nder the existingr ental
scheme do not rent books, either becauset hey cannot afford the fees or that the books provided were
too advancedf or their reading t_vels. Becauset his project provides for more appropriatet extbooks
for studentso f lower reading ability levels, the ODA study will be used by the MOEC to design a
comprehensiveb ook rental/costr ecovery scheme for all secondarys chools with Grades 7-9, including
an effective mechanismt o identify and support those unable to pay the fees. Two additionalf ield
officers will be supportedb y the project to visit All-Ages chools participatingi n the project, as will a
Senior EducationO fficer in the EducationalM edia Unit which is responsiblef or the scheme. Local
technicala ssistancew ill be provided to modify computerp rograms to includeA ll-Age schools and to
input school data onto the computer. Documentatione xplainingt he rental scheme will be provided
for new schools and a short training course will be conductedf or one schoolp rincipal and one
textbook rental adminisra per project All-Ages chool. During ngiatos th
agreed to adopt a policy by August 15. 1993 regarding a comnrhenslve textbook rental scheme
includinga  mechanismt o identifya nd suppotthose unable to Day (para. 6.2 (b)).
(d) Provisiono f educationals p materals
3.16 In additiont o textbooks,p rovision of educationals upport materias and teaching equipmentt o
support the new curiculum is an essentiala spect of improvinge ducationalq uality in grades 7-9.
Experiencei n many countries, includingJ amaica, has demonstratedt hat educationals upport materials
and equipmenth ave not always been integratede ffectivelyw ith the instructionalp rogram, leading to
their non-useb y teachers and consequentw astage. This sub-componenits  designedt o avoid
procuring equipmenta nd maeials which schools do not need or cannot use. Specificlly, it will: (a)
provide materias and equipmentt o project schools that meet each school's particular need
configuration;( b) link the provisiono f educationals upport materials with the implementationo f the
new curriculum,t hrough the in-servicea nd pre-servicet raining activitiesf or teachers and school
administraors; (c) ensure that each project school has a basic minimm of istructional support
- 17-
materials and that these are availablei n a timely manner; and (d) develop capacity at the school site
level to identifye ducationali nstructionals upport matenals and equirment that support the new
curriculum.
3.17 The MOEC's CurriculumU nit has identifieda  basic set of minimumm aterials and equipment
to support the core subject areas. Schoolsp articipatingi n the project will be eligible to receive all
materials in the basic m_inim packages that they do not alreadyh ave. To ensure a fit between
school needs and the package of resource materias it will receive, a four-step implemention plan
has been developed: (a) each schoolp articipatingi n the project will completea n instructional
maias inventory, in which differencesb etween the schoolse xistinge quipmenta nd suppliesa nd the
Core Cutriculum's basic minimumf or each subject area and school are identified;( b) a review of the
school's needs will take place during the School Administators' Workshopa nd school-specificl ists of
items to be procured will be prepared; (c) the MOEC will collate the equipmenta nd materials
requests (orders) from the participatings chools and procure; and, (d) suppliersa nd/or distributorsw ill
provide equipmenta nd materialsd irectly to schools on a timely basis, with penaltiesf or delays.
('e Infrastructurei mov for schools adotina the common curriculum
3.18 CiwiLwo. The project would support: (i) the constructiono f three new Junior High
Schools (i.e. those which would draw studentsi n Grades 7-9 from surroundingf eeder All-Age
schools); (ii) refurbishinga nd, if necessary, the extesion of one laboratorya nd one workshopf or
teaching Resourcea nd Technologys ubjects for 27 All-Ages chools; (iii) refurbishingo f 10 New
Secondarys chools; and (iv) refurbishingf or 20 small rural All-Ages chools. The project would also
support on a declining basis the incrementalc osts of maintainings chools receivingc ivil works. The
civil works are introducedo ver the life of the project and their timely completioni s essentials ince
programmingf or the other sub-componentsi s based on the availabilityo f buildings for occupancy
(Annex 5, Table 4). Since acceleratedd esign is importantt o get the first year's civil works underway
as soon as the project becomese ffective, plor to negiao rtgyical archiectral designsa nd
dr standard bidding documentsf or Junior High Schoolsw ere sent to the Bank for review (para.
6.1(b)). In addition,d uring negotiationst he MOEC outlinedt he steps required for acquiringp roperty
on which to build the three new schools, indicatingt hat it wouldt ake an average of 6 to 9 months.
Since the first of the new schools is scheduledt o begin constructioni n year 2, site acquisition
proceduress hould begin early in the first year of the project.
3.19 Given the weaknesso f the MOEC's civil works managementc apacity in past projects and the
proposed scope of civil works in this project, the project would support the recenty upgraded position
of TechnicalS ervices Director who would be responsiblef or ensunng adequatec ivil works
supervisiona cross the Ministry as a whole. In addition,t he project would fund the incremental
salaries of a BuildingC oordinatora nd two BuildingO fficers to support the specific civil works targets
of the reform program and would report to the Director of TechnicalS ervices. Design and site
managementw ill be contractedt o three architectr design/managemenfti rms (see also paragraph
4.28 on Implementation).
3.20 Emnibge.S ince the new curriclum utdizes both large group discussionsa nd individual
student project work, frniture will need to be modular and easily moved. Furniture protpes were
developeda nd tested to ensure that their designs met curriculum needs. The project would support
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the procurwmnt of desk/chairs for stdents sad teachers, blackboardsa nd easels, laboratoryf uritue
for the 50 All-Age schoolss elected.
(B Strat for ummesre conday
3.21 The Goverment of Jamaica recognizest hat improvingt he qualityo f a lower secondary
educationa nd extendinga ccess to it for all childreni n Grades 7-9 will have implicationsf or upper
secondarya nd tertiary levels. Becase more studentsw ill be eligible to advance beyond Grade 9, it is
importantf or the MOEC at an early stage to plan how to accomodatet hem. By the fourth year of the
project, the first cohort to benefit from the secondaryr eform program will be ready to advance
beyond Grade 9.
3.22 The project, therefore, will support 8 man-monthso f technicala ssistancet o examine the
cuaent status and future developmento f Jamaicanu pper secondarye ducation. The recommendaions
of the study will need to take into accountt he budgetaryi mplicationsa s well as the needs of the labor
market for both academally and vocationallyt rained professionals. Ihe project will also set aside
$1.2 million to support a umubeorf  pilot projects to test the efficacyo f initiativesr ecommendedi n
the study.
Com==en 2: Evaluationa nd Mrement Strenghening
3.23 The objectiveo f this componenti s to improve the capacity of the MOEC to monitort he
progress of and plan for increasingt he quality of basic education,e specially for Grades 7-9, through:
(A)R atonaizing the examinaton systm
3.24 The overall objectiveso f this sub-componenta re to: (i) develop an exam which incorporates
the curriclar changesp roposed in ROSE and which will provide policym akers with data to monitor
the refbrm; (Ci)i ncreaset he efficiencyo f the examinations ystem by reducing test redundancya t the
secondaryl evel; and, (Miii)m prove overall test quaity.
3.25 In support of these objectives,t he proposed project will support the developmenta nd
adminiron of a new Grade 9 exam (Junior High SchoolC ertificateo r JHSC). This exam should
reflect the contents and learningp rocesses incorporatedi n the new Grade 7-9 curriculum. Since the
new Grade 9 exam will function as a selectionm echasm for placementa t the upper secondaryl evel
or for entry into the labor force, it must be developedt o satisfyb oth placementa nd certification
purpoes. The developmento f the new Grade 9 test will be contractedo ut based on detailed terms of
refrence that have been prepared with support from the Japanese Grant Facility. The administration
of the test will be done by the MOEC's Student AssessmentU nit. Inialy, the numbers of students
tesed would be small, but eventually includea ll Ninth Grade studentsimat at about 50,000.
3.26 Cumrny, the MOEC administersf our secondary-levelt estingp rogramst hat offer 59
different subject tests. Thirteen of these subject tests are "low volume" tests, taken by fewer than 400
students (less than 2% of total candidates);a nother 28 subject tests are redundantw ith technicala nd
vocationalc eication tests being developedb y the Human Employmenta nd ResourceT rainig
(HEARD)T rust. The MOEC has alreadyt aken decisionst o eliminatet he low volume subject test
- 19-
and to reassign responsibilityf or the thical and vocationals ubject tests to HEART by 1995 (Annex
7). The MOEC has also decidedt o consolidatet he existingG rade 9 AchievementT est and two
subjects( English and mathematics)o f the Jamaica SchoolC ertificate (JSC) with the new Junior High
School Certificatee xamination. The project will support the positiono f an AssistantC hief Education
Officer in the Student AssessmentU nit who will be responsiblef or: coordinatingt he eliminationo f
and reassignmento f responsibilityf or these tests; working with the public awarenessc ampaignt o
assure that the changes in the examinations ystem are understooda nd known by the general public;
and serving as the liaison betweent he test developmenta gency and the StudentA ssessmentU nit.
Prior to negotiations.t he Governments ubmitteda  detailed plan for the rationalizationo f the
examinations ysUm. satisfactoryt o the Bank. for implemenationd uring 1993-98( para. 6.1 (c)).
3.27 Resourcess aved from reducing the number of subject tests offered by the MOEC will be
reallocatedt o improvingt he qualityo f the remainingt ests. By eliminatingl ow volume tests and
reassigningr esponsibilityf or technical-vocationatle sts to HEARTINTA,t he MOEC will save
approximatly US$50,000a nnually. Ihese resources will be used to improve the MOEC test
developmentp rocess with respect to the 6 remaning JSC subject tests and the 6 .emaining SSC
subjects.
3.28 Finally, the project will support limited computrization of the Student AssessmentU nit with
hardware and softwaret hat is compatiblew ith the AdministrativeR eform Program (ARP) system.
Because some staff training is to be provided throught he proposed ARP training program for the
MOEC, only limiteda dditionalt raining would be provided by the project. investmentc osts for
automation( estimateda t less than US$50,000f or hardware, softwarea nd necessaryp lant
improvements)w ould be recoveredi n less than four years, replacing data processingd one by outside
contractorsf or US$13,500a nnually.
(bl Establishinga  SecondaryR eform Magen Team
3.29 The proposed reform of secondarye ducationw ill require the involvemento f the all MOEC
departments, some more integrallyt han others, if it is to succeed. For this reason, a radical
departure from a classicalp roject implementationu nit (PIU) is required to managet he implementation
of such a broad reform program. Instead of a PIU, a Reform ManagementT eam wiUbl e established
to plan, coordinatea nd direct the reform of secondarye ducation, and will be infusedw iWin (and not
duplicate) the recenty reorganizedf unctionald epartmentso f the MOEC (Annex 8). The Reform
ManagementT eam will be chaired by the PermanentS eretay and comppnses ix other members
includinga  National Coordinator (who will be the Deputy Chair) and the Directors of Educational
Services; Planninga nd Development;P rojects; TechnicalS ervices; and Finance. The Team will be
collectivelyr esponsiblef or all decisionsr elating to the reform, as well as for the implementationa nd
evaluationo f the program. An advantageo f a ManagementT eam approach embeddedw ithin the
Ministry is that, unlike most PIUs which are dissolvedo nce the project has ended, the experience
gained by MOEC techniciansd uring the implemion of the reform will be retained within the
Ministry. This is critical, given that the proposed project supports only the first 5 years of a 15-year
reform.
3.30 The proposed project would financet he salaries of the National Coordinatora nd the Reform
MamagemenTt eam Secretiat comprisedo f: an administrator;a  public relations' officer; an
administative assistant; 3 secretaries; a driver; and an office attendant. In addition,t he project would
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financef unue and inremeal ruing costso f the Scretariat. In order for key memberso f the
ReformM anagemenTt eamt o obseve firsthandth e experienceos f otherc ountriesu ndergoinga 
similar reform of secondarye ducation, the project will support 5 man-monthso f studyt ours. Prior
neotalon. the Governmenpt ut In placet he newr eoga d MM sr ; ealished the
ReformM anemen Teama nd appointeda Natio Cordi r withq ualificationasn d experience
s# tyhteo  j xnpa6ra.1. (d)). A conditiono f loan ffvess wll be to completeth e
anpointmenotf  the ReformM agwee TeamS ecretriat's professionaslt aff, all withs killsa nd
exper.cnces atisfacoryt o the Bank.a nd fill percento f the newlyc reatede stablishmenpto sts in the
MOECw hichw ill be supportedb y the project( para.6 .3 (a)).
3.31 Finally,t o assistt he MOECa nd the ReformM anagemenTt eamt o effectivelyp lan and
monitort he reformp rogram,a  funcioningE ducationM angementI nformationS ystem( EMIS)i s
critical. Althoughm ajora ssistanceto  strengthenth e MOEC'sE MISi s forthcomingfr omo ther
donors,s everalv ita activiiesh aven ot been funded. The proposedp rojectw ills upport: salariesf or
the ChiefI nformationO fficer,a nd an OfficeT echnologyC oordinatorm; aintenan for MOEC
computersa; nd the purchaseo f 30 ancillaryw orksion unitsf or the ReformM anagemenTt eam4'.
Priort o negotation, the-Govemnmuenrot vide a detaileda naysi of the MOECc ompute and ofc
etofting needst o be financedu nderR OSE( para.6 .1 (e)).
(c) PublicA warn Campaign
3.32 Givent he widespreadim pacto f the reformo n parents,s tudents,e ducators,e mployeras nd the
genera public,a  publica warenessc ampaignw ill be inrduced to presenti ts objectivesp, hasinga nd
benefits.A lready,s ubstant discussiona nd debateh as takenp laceo n the reform. The Ministero f
Educationo utlinedt he reforms trategyt o Cabinetm embersd uringa  Cabinetr etreati n the fallo f
1992. A nationwidead dressb y the Ministero peningth e 1992s chooly ear higlighted the MOEC's
plansf or improvingth e qualityo f educationp, articularlya t the lowers econdaryle vel. A forumo n
the Reformo f SecondaryE ducationfo r key memberso f the educationc ommunityw ash eld in June
1992a nd separated iscussionhs aveb een initiatedw itht he JBTEa nd the JamaicaT eachers'
Association(J TA).
3.33 A publica warenessc ampaigns taegy has been developedi,n cludinga ctivitiesp hasedd uring
the life of the projecto n botht he nationala nd locall evel. The stregy is basedo n buildings upport
for the reforma t the commuity levelt hroughp ublicm eetingsa, nd by dispersinga ccurate
informationab outt he nature,s copea nd tmig of the reform. TheN ationalC oordinatowr illo versee
publica warenessa ctivitiesw hichw ill be carriedo ut by a project-financePdu blicR elationsc onsultant
and a PublicR elaons Officert o be locatedi n the MOEC'sM aagementT eamS ecretariat.
3.34 The campaignw ill beginf mmallyw ih a national aunchi n Septembe1r 993u singa ll media
formsa nd a publicf orum. An ongoingp rogramo f newsr eleasesa nd photos,d iscussionos n radio
and televisionp, ress briengs and the distributiono f fact sheets( Annex9 ) and a bi-annuanl ewsletter
will be carriedo ut to maintn the levelo f publich iteresta nd awarenessa t the nationale vel. At the
4 MTb e omldB a-haned P&mci1 wadP mVand Maagemem Ahprovem.a Plrea is providing a mainfamma nd
worktaioo rhe MOBC. Auny wodatt oould be puhasd for dIi mainam at one4* &e cost of a new
_ fodmobu e.
-21 -
local level, communitym eetings will take place for school boards and Parent-TeacherA ssociationsi n
each communityw here a school is to adopt the new curriculumb y Septembero f the year preceding
its introduction.
(d) J&SE Evaluion
3.35 The ultimate indicatorsf or the successo f the reform program (i.e. improved achievement
scores, student matriculationr ates into upper secondaryg rades, surg meaningfulw ork, etc.)
cannot be readiiy detected in the early years of the reform because it will take three years for the first
cohort to complete Grade 9. In the meantime,h owever, key indicatorso r pre-requisitesk nown to be
associatedw ith the above outcomes need to be identifieda nd objectivelym easuredt o provide program
developersa nd decision-makersw ith interim data to determi which inputs are associatedw ith the
greatest increases in student learning and changes in teacher behavior. In turn, this can form the
basis for any needed modificationsa nd guide future planning for subsequentp hases. Evaluation
requires baseline inventories( a standardizedc hecklist)t o be conducteda t both project and comparison
schools, as well as pre-tests and post-testsf or students, and structred observationst o measure
instructionala nd learning environmentc hanges (Annex 10).
3.36 Under the proposed project, evaluation( consistingo f a baseline data inventorya nd pre- and
post-tests)w ill be conducteda t all 72 project sites, 10 pilot sites, 3 voluntary sites and 19 comparison
sites. In addition, in-depth evaluation( consistingo f structuredo bservations,s urveys, and interviews)
will be conducteda t a sample of 16 project sites, 4 pilot sites, 3 voluntary sites, and 19 matched
comparisons ites. The project will support: 1 person-montho f local technicala ssistancet o develop
contenta nd format of the baselined ata inventory; 1 person-montho f local technical assistancet o
revise and develop interim pre- and post-ests; 5 person-monthso f technicala ssistancet o develop the
observationi nstument and protocols and related surveys instruments,a ssist in dat analyses, and
failitate the overall evaluation;t ransportation,c ommication and duplicatingc osts to conduct the
evaluation. Prior to negotiations,t e Governmentc onfirmedi t had identifiedf ive matched
comparison sites and received their consentt o naripate (pam, 6.1(f)).
3.37 The proposed project would also support the position of an Evaluatori n the MOEC's
Planning, Monitoring and EvaluationU nit who would be responsiblef or ensuringc oordinationo f the
evaluatione xercise with other inter-relateda ctivitieso f the reform, e.g, curriculumi ntroduction,
training, and educationals upport materials. Strengtening the institutionalc apacityo f the MOEC will
also be supportedb y the project through four local fellowshipsi n program evaluationa t UWI
(planned for 1994/95). If the program is not availablea t UWI as currentlyp lanned, the MOEC may
alternatvely invite foreign experts in evaluationt o present specialc ourses for MOEC staff. In
addition,t he project will fund short study tours (about 2 weeks) of 2-3 persons, includinga t least one
evaluations taff and one Refbrm ManagementT eam member, during the first and third project yeas
to visit evaluationd epartment of large U.S. city or small state educationd epartments. To furher
develop the professionaiizationo f the evaluations taff, the project would also support sending an
evaluations taff membert o one professionalc onferenceo n evaluationp er year (e.g., the American
EvaluationA ssociation).
- 22 -
(e) Support for prearaion of Phase II of ROSE
3.38 The proposed project covers the fist 5 years of what is estimatedt o be a 15-yearR eform
program. In the second phase, the new curriculuma long with accompanyingi nputs (e.g. training,
textbooks and other educationals upport materials)w ould be provided to the remainings choolsw ith
students in Grades 7-9. This sub-componentw ill supportp reparatorya ctivitiesi n years 4 and 5 of
this project for Phase II of the Reform, which inter alla, will includer eviewing and incorporatinga ny
necessaryl essons that might emerge from the evaluationc omponent( .e. the effectivenesso f
combinedi nputs in improvingt he qualityo f secondarye ducationa nd ultimately,s tudent
achievement).
C=omonent3 : Social Policy Analysis Support
3.39 The project would support a series of measuresd esignedt o improvet he capacity of the
Governmentt o undertakes ophisticateds ocial policy analysisa nd intgrate the findingst o formulate
more effective and targeted social sector programs (Annex 11).
( Establishent of a Social Policy Analyis Unit
3.40 A Social Policy Analysis Unit will be establishedi n the PIOJ's HRDP Secretariat. The Unit
will be responsiblef or identifyingn eeds for policy analysis in conjunctionw ith sectoral ministriesa nd
the UWI. In addition, the Unit would perform simple policy analysis in-housea nd contract out other
research activitiesa nd provide training to the line ministris in formulatinga nd carrying out policy
analysis. The Unit will dseminate the findingso f the research to enhancep olicy formulationa nd
guide policy decisions. The proposed project will support: inremental salaries for the Director, 3
Socio-economica nalystsa nd a Programmer, plus 3 secretarials taff; 3 months of technicala ssistance;
productionc ost for reports and studiest o be diseminated; equipment( 1 computer/printer,1  fax, 1
copier); and operationa nd maintnance costs. The project will also support a pipeline (US$50,000f or
the first year of the project; US$100,000f or years 2-5) of research on HRDP topics to answer
quesions on the policy agenda as daermined by the SocialP olicy AnalysisU nit and the key line
ministries in the social sectors (MOEC, MOH, MLWS). Prior to negotiations.t he Govemment
confirmedi t had estabjisheda  SocialP olicy Analysis Unit in the PIOJ and appointedi ts Director with
ifications and experiences atisfactorvt o the Bank (para. 6. 1(g). A conditiono f Board
presentaion will be to complete the appointm of at least thre-fifths of the Social Policy Analysis
Unit's professionals taff, all with skills and experience satisfactoryt o the Bank.
(X)L ink%agew ith Line Miistries
3.41 Key line ministries in the social sector (MOEC, MOH, MLWS) will participatei n the
network of research activitiesc oordinatedb y the Social Policy AnalysisU nit. In additiont o taking
part in setting the policy agenda, the ministriesw ill receive in-servicet raning in research
methodologya nd social policy analysisf or raearch staff in the respectiver esearch units of the
ministies. Seminarsw ill be provided for policy-makerst o enhance their capacity to frame policy
questionsa nd integrate results of reseach into their decision making. The project will provide: 3
man-monfts of technicala ssistancet o conduct the seminars for policy makers; 6 monthso f local
technicala ssistancef or in-servicet raining of researchers; and, 24 monthso f technical assistancef or
-23 -
the Minstry of Labour, Wetfare and Sport (MLWS)a nd 2 computerst o upgrade its capacityf or
policy analysis.
(c ,Supor to US
3.42 The project will provide: two years of technicala ssistancet o upgrade faculty in advanced
quantitativem ethodsf or social policy analysis and to upgrade the curriculumo ffered by UWI; 8
months of local consultantst o conduct faculty upgrading; and graduatef ellowships( 15 for masters
level study and S doctoral level) in research methodologya nd social policy analysis. The project will
supportt he developmento f a databanka t the Institutef or Social and EconomicR esearch (ISER)
includingt he acquisitiona nd mantenance of a network of 4 personalc omputers, appropriates tatistical
software and one data processor position. Prior to negotiations.t he GOJ confirmedi t had determined
the scope and finlized cost shaing arrangementsw ith the UWI for the ISER Data Bank (para.
6.1(h)).
() Sunort for Svey of Living Conditions
3.43 The Survey of Living Conditions( SLC) is a survey that collects annual data on health,
education, nutritiona nd welfire of households( basedo n the Living StandardM easurementS urveys).
The project will provide support to STATIN to implementt he Survey of LivingC onditionsb y
establishinga  small unit (1 programmer,2  statisticians,1  assistant)d edicatedt o the SLC which will
alleviatep ast problems of data quality and timeliness. The project will also provide: 2 years of
technical assistancei n areas of survey methodologya nd data processing; 2 monthso f local
consultancyf or computerr elated assistance;4  monthso f overseass tudy for the statistician;e quipment
(4 personal computers, 2 printers); and, the incrementalc osts of the survey field work. As a
conditiono f disbursementf or the Surey of Living Conditionss ubcomnonent (to be includedi n the
NetherlandsG rant Agmn) STATINw ill have instuted a plan to implementt he
recommendationsf orlhcomin from theata qualit rew saticry to the Bank for the
mprovelmenot f data alt (par. 6.4).
IV. P IECIEC O;STS,E MMUM:NGM ANAGENMENA ND IPEETTO
A. Project Costs and EbFinnn
4.1 Projc costs. The total cost of the project, includingp hysical and price contingencies,i s
esdmated at JA$936.9 million or US$40.7 million equivalent, includingt aes of US$.02 million on
equipment. Base costs are calculateda t US$32.7 million equivalent, and contngencies at US$8.0
million equivalent. Investmentc osts amount to 87% and incrementalr ecurrent costs amount to 13%
of base costs. The foreign exchnge componentw ould be US$12 millione quivalent, or 29.5% of
total project costs. The breakdowno f costs by project componenti s shown in Table 4.1. Detailed
cost tables are presented in Annex 12, Tables 14.
4.2 Basis of Cst Estmates. Project costs are estimateda t October 1992 prices. Estimated
constructionc osts for the project are based on unit prices derived from current contractsa nd cost
analyses for similar standardso f constructioni n c sing facilities. Estimatedr ehabilitation
costs are based on act estimatesd one on a sample basis throughoutt he country. Costs of
-24 -
equpment,f rnlture, and materials e basedo n agreedl ists of Itms and on the CIF priceso f similar
itemsp ocred in the contry by the MOEC. Costso f triing, locala nd itemaiond coultants,
and other servies reflectl ocalo r i tonal rates, as applicable.C oste stima for textbooksa re
basedo n cent costsa nd costings tadards usedb y the MOEC.
4.3 Cggdq=WA IIQwag=eP.h ysical t (averag 4.6% of base cot) are
esmated at 10%f or civl works,a nd at 5% for tranig, frre and equpment. Price
contingene (averaginagb out2 0% of base cos) weree stmatedo n the basiso f exected anual
iernational price inaes of 3.7%a  yearf or the life of the project;a nd localp rice incrs of
15%f or 1993,a nd 10%f or 1994a nd 5% per ye threaf. Totalc ontingenderse presen2t 4.5%
of basec osts.
Table4 .1: Proet Cost S=Mn
% Foign % Total
Ed: , ,P -I*u TI,Cn~is~ f~t~h~~~~~~E~ ~~roo 
Smi Raftmn Q u. ;L
CommonC urriulum 1.4 0.4 1.8 20.0 5.5
ROSET raining 4.8 0.1 4.9 0.1 14.8
EducatlonSuppoMrt atWs 0.4 1.7 2.1 79.1 6.4
Textbooks 0.3 0.8 1.1 74.1 3.5
Infrastructure 9.9 5.9 15.8 37.3 48.3
UpperS ecS ua 1.1 0.0 1.1 0.0 3.4
Evuadon and )&n_t la Q L22 W
ExamR ationalIzaton 0.3 0.5 0.8 66.9 2.4
ROSEI nm 0.8 0.2 1.0 25.4 3.1
PublicC ampaig 0.2 0.0 0.2 0.0 0.7
ROSEE valuation 0.4 0.1 0.5 27.4 1.6
ROSEP haseU  Prep 0.3 0.0 0.3 0.0 0.9
Polkalyalnd-MUaM= 21 2 22
PolicyA nalyis Unit 1.4 0.2 1.6 13.1 4.8
LineMnistryLinkag 0.1 0.1 0.2 46.2 2.2
UWI 0.3 0.4 0.7 57.8 0.4
SLC 0.3 0.2 0.5 40.4 1.8
Total BaseinCeo sts 22.1 10.6 32.7 32.5 100.0
PhysicaiC onng 0.9 0.6 1.5 41.4 4.6
Pdoe C on 5 7 Q. 12 1 129
TotaNlo JecCto sts 28.7 12.0 40.7 29. 124.5
a/ Toat sNoyn ot dd d. tJor a_sdw.
-25 -
4.4 ForeignE xch CQM Directa nd indirectf oreigne xchangec ostsa re esdmateda t
aboutJ A$287m llion (US$12m ilion equivalet), inluding cotngencies. Basedo n a detailed
analysiso f expenditureosf  similarp rojectsi n Jamaica,t he foreigne xchangec omponenfto r the major
categoriesw ase stmateda s follows: civilw orks4 0%, equipmen8t 5%, vehicles9 0%, foreign
consultants1 00%,o verseast raining1 00%,o perationa nd mantenanceo f equipmentb, uildingsa nd
vehicles2 0%, productiono f reports2 0%,a nd offices upplies2 0%.
4.5 FinancingP lan. Totalp rojectc ostsa re estimateda t US$40.7m illion( Table4 .2). A Bank
loan of US$32.0m illionw ouldf inance7 9% of totalp rojectc ostse xcludingta xes, whichw ouldc over
US$31.5m illione quivalenot f investmencto stsa nd US$0.5m illione quivalenot f incremental
recurrentc ostst o be financedo n a decliningb asisd uringt he life of the project,r eaching0 % of the
costsb y the fourthy ear of projecti mplementationT. o meeta  part of the totale stimatedp roject
costs,t he Governmenot f the Netherlandws illc o-financeth e Socal PolicyA nalysisC omponenwt ith
a grant of 5 millionG uilders( approximatelUy S$2.7m illione quivalent)w, ithr ecurrentc ostso f
US$0.9m illiont o be financedo n a decliningb asis. The GOJw ouldf inanceU S$6.0m illion
equivalenot r about 15%o f totalp rojdctc osts, includingU S$4.1m illioni n reurrent costs. &
condkitino f loane ffectivenessth, e Governmenwt ill signa n Agrement with-fthB anka s
Administatorf or a grantf romt he Governmenotf  the Netherlandfso r cofiancingt he proposed
prDije (para.6 .3 (b)).
4.6 The proposedlo ano f US$32.0m illion,t ogetherw itht he Governent of the Netherlands
granto f US$2.7m illione quivalentw, ouldf inance8 5% of totalp rojectc ostso r 100%o f foreign
exhange expenditureas nd 82% of locale xpenditures.T he relativelyh ighs hareo f Banks upporti s
deemedn ecessaryg iven:( a) the substanti deteriorationo f Jamaica'sc apacityt o mobilized omestic
resourcesg, ivent he stabilizatiopnr ograma nd highd ebt servicingr equirment; and (b)t he project's
emphasiso n servingt he educationaln eeds of the poorest segmentso f the population. Althought his
high shareo f non-governmenfitn ancingre ducest he burdeno f the GOJt o generatel ocalc outerpart
fiuds, difficultieisn  securingt he timelyr eleaseo f externalr esourcesth rought he Government's
budgeta nd warrat releasem ecasms for otherB ank-financepdr ojectsi n the socials ectorsh ave
provedt o be majoro bstales to projecti mplemtion. Therefore,d uri gW&dad= the
Governmennt rovidedw ritten aatee that the proposedp roject as well as the three existingW orld
Banks ocWsae ctorsn rojectsYw ouldb e givenp doriq in budgetar and warranta llocationfso r
1224 (para.6 .2(c) and Annex1 3). Duringt he implmion of the proposedp roject,e vidence
shoulda lso be submittedto  the Bankt hat adequateb udgetp rovisiona nd quarterlyw arranta llocations
be forthcomingfo r each fiscaly ear. Specificallyth, is wouldt ake placee ach fisal year in three
stages. First, duin n os Governme aieed to ent to the Bank during the HRDP
AnnualR eview( or in any cas not latert han Mach 31sto f eachy ear). the draft budgets ubmission
for the forthcomingy ear of the project( para. 6.2(d)).S econd,d ud neeotationst heG
agreedt o allocatei n its annu budg to be proposedto  Parliamentth e funds.i n an amount
satisfactoryto  the Bank.n ecessar to implementth e projecti n eachf iscaly ea (para. 6.2(e)). Third,
the Govenmenta greedd uringn egotiationtsh at the qterly releaseso f coupart financinga nd
externalr esources.s aaory to the Bank.w ouldb e releasedt o implementinagg encieso n a timely
basisf i.e. notificationo f quartly wamrs be providedw ithint wo weekso f the start of any urt)
fI SocalSe Ddopmmrot (Lo. 3111-JM)S, e Popul ad HeoalPt tojo L. 2851-JMa),n d* e Edo
Prgm Prepari ad Studet Lan Prec (a 2899-M).
-26-
(para6 .2(f)). Shouldf undsn ot be forthcomingfr omt he Ministryo f Finance,t he Bankw ouldr esere
the right to adjustt he workp rograma ccordingly.F inally,a s a conditiono f loane ffectivenessth, e
Governmt will submitt he 1993/94b udgggfi gures.a s aggrovedb y Parliamentf.o r the proposed
projecta nd the eastIn socWial s ectorsB ank-uported projecs satisfacoy to the Bank.w hichr eflect
line ministies' submissiono f realistic Wlenaion schedules# (para.6 .3 (c)).
4.7 IncrementaRl ecurrentC osts. Totali ncrementarle cufrentc ostsg eneratedo vert he p,oject's
life are estimateda t US$5.4m illion. Duringt he imple ion period,t he projectw oulda dd an
averageo f aboutU S$1.0m illionp er yea (mcludingc ontingenciesin)  recu t expenditures,
growingf rom US$0 .5 millioni n 1993t o US$ 1.5 millioni n 1998( seeT able4 .3). These
incrementaclo stsw ouldb e generatedm ainlyb y salaries( 85 newt eachers,3 0 guidancec ounsellors,
and staffo f the ReformM anagemenTt eamS ecretariat,h e Surveyo f LivingC onditionS, ocialP olicy
AnalysisU nit, andt he ISERD atabank)o, fficea nd schools upplies,c omputera nd building
maintenance.
Table 4.2 et Fia by Proect Comonent
(US$m illion)
TotalE stimated
C.M NetherlandsG ok t
1. CommonC urriculum 2.3 1.4 0.9
2. ROSET raining 6.3 6.3 0.1
3. EducationaSl upportM aterials 2.4 2.4
4. Textbooks 1.3 1.2 0.1
5. Infrastructure 19.8 16.4 3.4
6. UpperS econdaryS trategy 1.4 1.4
7. ExamR ationalization 0.9 0.6 0.3
8. ROSEM nagement 1.3 1.2 0.1
9. PublicA warenessC ampaign 0.3 0.2 0.1
10. ROSEE valuation 0.7 0.5 0.1
11. ROSEP haseI  Preparation 0.4 0.4
12. PolicyA nalysisU nit 2.0 1.5 0.5
13. Line MinistryL inkage 0.1 0.1
14. UWI 0.8 0.6 0.2
15. Surveyo f LivingC onditions 0.7 0.5 0.2
TOTAL 40.7 2.7 32.0 6.0
(shareo f totalc osts) (100%) (6%) (79%) (15%)
4.8 The financingo f the projecth as beend esignedto  keept he recrent cost shareo f the
Governmentto  a minimumin  the early yearso f the project,r sing from5 0% in the first yeart o
_I NotwI a Los 3111 and2 8S1 hamr eceny been rmlated at the Govmnentos reque to relect raLsHticw ic
program schedules and inipleentato capaciy in order to improve projec impandm .
- 27 -
100%i n the fourthy ear. By the finaly ear of the project,C omponent1s and 2 of the projectw ould
require pproximaelyU S$1.1m illiono f recurremenx penditureos r 1.7%o f the MOEC'sr ecurrent
budget oth in 1992p rices). The replenishmenotf  textbooksw ouldr epresenta  majorr ecurrent
expe for the MOEC,h owever,t he Governmenitn tendst o extendt he currentc ost recoverys cheme
for textbookr entali n secondarys hwols to the All-Ages choolsc overed under the project. Durin
negiationWsth, e Govermenta geed th*ai t woulda dopt Ap olicyb y bAust 15, 1993r egardinga 
oomprehensivtex took rentals cheme.i ncludinga mchanismt o identifya nd support hoseu nablet o
py, (para. 6.2 (b)). For the SocialP olicyA nalysisc omponentm, ucho f the recurrenct ost willb e
borneb y the UWI and the StatisticaIln stitute( STATIN).D uringn egotiationst,h  Government
provideda ssunmc tt the UWI undert he SocialP olicyA nalysisc omonet woulda ssumei ts share
o£f me m@nt ar[rncosts IP(para6.. 2(g)a nd Annex1 3).
Table4 .3: AnnualR ecurent Costsu ndert he Project
( US millions)
I939 lu9/9 U9259 1996/97 19-97/98
Total 0.5 0.9 1.2 1.3 1.5
GOJ share 0.1 0.4 0.8 1.2 1.5
B. 
4.9 Qvl Wor undert he projectw ill involvet he constuctiono f 3 newJ uniorH ighS choolst, he
refrbishing and ensmion of 27 All-Ages chools,t he refurbishinogf  10 New Secondarys chools,a nd
th refurbishingo f 20 small All-Age scools. With the exceptiono f the three new schools( for which
the basec onstructionco st variesf romU S$0.8m illiont o US$1.1m illion),t he averagec ost for
Indvidua scool upgradingv ariesf rom US$50,000to  US$400,000eq uivalent.T herefore,
consucion conacts valuedl ess thanU S$500,000a nd not to exceeda n aggregateo f US$11.0
millionw ouldb e awardeda ccordingto  localc ompetitivbei dding( LCB)p roneduresa cceptablteo  the
Banka nd openf or competitionfr omf oreigpb idders. Constructiocno ntractso ver US$500,000w ill
be awardeda ccordngt o internationaclo mpetitivbe idding( ICB)p roceduresa, nd subject o the Bank's
approval. Thet wo schoolss cheduledto  be built in 1995/96s houldb e packagedto getheri n ordert o
atact freign bidders. To overcomeM OEC'sp resentw eaess in managingp rocuremenatc tivities,
a procuremenot fficer,a  buildingc oordinatoarn d two buildingo fficersw illb e hiredu ndert he
projec. Wrtioo nr egoions, the Govem submttedd raftb iddingd ocumentfso r ivil works
UdcAd into he Bank( para. 6.1 (b)).
4.10 lidtbb. For txtbooks wheret he MOECo wnst he copyrit for the material( i.e.
Foundation1  and 2 and HIRLAP)p, rocuremenwt ill consisto f printinga nd bindinga nd willb e
awardedu nderl imitedi nternationabli ddingp roceduresth at wouldb e acceptablteo  the Bank( e.g. a
one-stp procedureo f invitingb idst o printb ooksa ccordingto  technicasl pecificationsw, itha 
specifiedd ue date).
4.11 For NormativetEnrihmentet xtbooksp, ublishersw illb e invitedt o eitherm odifye xisting
tetbooks or developn ew tets basedo n the newc urricula. Priort o negotiationsth. e GOJ
determnedt hat there willb e moret han one titleU ers ube per gradet hat willb e designatedfo r the
ecommendedt exookl ist (par. 6.1 ((i)?. The precisen umbero f the recommendetde xtbooksw ill
-28 -
be basedo n the outcomeo f a two-steps dectiona nd procuremenptr ocessa ccordingto  limited
internationaclo mpetitivbei ddingp roceduresw hicha re acceptablteo  the Bank.
4.12 In the first stage, publishersw illb e invitedt o submitm aterialsi n the form of eithera 
publshingp roposal( i.e. a desription of the futureb ook,i ncudings ynopsisa nd samplec hapters,
samplep agest o showt he paged esigna nd styleo f illustrationst,e amo f authors,t imetablefo r
developmenatn d cost),o r manuscrpts( witha  few samplep agest o showt he proposeda ppearanceo f
the text),o r eidsingb ooks( withi ndicationws herer evisionsw ouldb e made,i f necessaryt,o  conform
to the new curriculum).P roposalsw ouldt henb e evauateda gainste chnicala ndp edagogical
specificationtso  determineth eir appropriatenesfos r the new curriculum.F or the seconds tep, all
responsiveb iddersw ouldb e instructedto  quotet heir pricesf or variousq uantityle vels( e.g. less than
1,000; 1,000t o 1,999;2 ,000t o 2,999 etc.), in ordert o allowf inalizings upplyc ontractsf or the
quantitest hat wouldr esultf roma ggregatingth e teachers'r eportedp referc amongt hose
textbooks electeda ccordingto  this evaluationm ethod. Evaluationw ouldt hen be doneo n the basis
of price. In order to providem aximumfl exibilitya nd compeion, the titleso f textbookso f all
responsiveb iddersw hosep ricesa re withW1l0 %o f the lowes.r esponsiveb idderw ouldb e selected.
Solicitationo f teachers'c hoiceo f textbookw ouldb e doned uringt raining,w iths ubsequent
agegation and orderingb y the MOEC. The proposedp rojectw oulda lsop rovidet echnical
assistancteo  the MOECt o designt he bid documentas nd tendere valuationd etailsa nd to help in the
evaluationo f the first cycleo f textbooksto  be tendered( i.e. Grade7  subjects).
4.13 Finally,p ackaginga nd distributiono f all bookst o each projects choolw illb e contractedo ut
by localc ompetitivbe idding.
4.14 Eguipmnl and fire for projects choolsw ouldb e groupedi n packagese stimatedto  cost
the equivalenot f US$100,000o r moree ach and wouldb e procuredth roughi nternationaclo mpetitive
bidding( ICB)p roceduresi, n accordancew ithB ankg uidelines.F or purposeo f bid evaluationu nder
ICB, manufacturerfsr om CARICOMco untries,i ncludingG uyanam, ay be granteda  margino f
prefrence in accordancew ithB ankg uidelines.T he MOECw ill compilea nd packagee quipment
requestsm adeb y projects choolsb y May of each projedty ear. Distributioonf  equipmenfto r schools
will be contractedo ut locally. Computersg roupedi n packagese stimatedto  cost lesst han
US$100,000b ut moret han US$20,000w ouldb e procuredf ollowingl imitedi nternationabli dding
procedures( UB) amongm  whoc anp rovidel ocal mntenace and technicaal ssistance
services. Contractsfo r maerials( e.g. maps,p ostersa nd othere ducationaslu pplies)w ouldn ot be
appropriatefo r ICB, and thereforew ouldb e procuredu nder localc ompetitivbe idding( LCB),s ubject
to the Bank's approval. Packaginga nd distributiono f materiasp rocuredt hroughL CBt hat are
intendedf or projects choolss houldb e specifiedin  the tenderd ocumentws ithc ontractp enaltiesf or
any delays. Purchaseo f smalli temso f materialse, quipmenat nd futur to cost lesst han
US$20,000e quivalentu, p to an aggregatea mounte quivalentto  US$250,000d uringt he life of the
projectw ouldb e procuredf ollowinglo cals hoppingp rocedues, throughp rice quotationos btained
from at leastt hree eligibles uppliers. Consl' requiredf or the projectw ouldb e hired
followingt he Bank's Guines for the Use of Consulans by WorldB ank Borrowersa nd by the
WorldB ank as Excuting Agecy, dated August 1981. To help managet he supervisiono f civil
works,w hichw ill include6 0 separates itess preadg eographicalyi,t  is moree ffective( andt herefore
expectedt)o  use localc onsultantst;h e qualificationosf  the ftfreea rchitectualm anagemenfti rmst o be
employedu ndert his projectw illb e dulya sessed by the Bank( paras.3 .19 and 4.27). For the
-29 -
able4 .4: SUMMARYO F PROPOSEDPR OCUREMENATR RANGEMENTS
(USSm iion equvalt)
TOTAL
Categoryo f Eeditue ICB LCB Odher NBF COST
1. Works 3.9 11.0 14.9
(3.4) (9.6) (13.0)
2. Goods
Funiure 1.8 1.8
(1.8) (1.8)
Equdpment 1.9 0.2b 0.? 2.3
(1-9) (0.2) (2.1)
v,hicles 0.02 0.02
(0.02) (0.02)
Materials 0.6 0.2 0.8
(0.6) (0.2) (0.8)
Textbooks 0.91 0.9
(0.9) (0.9)
3. TechnicaAl ssistance 6.7 0.9' 7.6
(6.7) (6.7)
4. Studies,P ilot Prom 1.9 0.6' 2.5
(1.9) (1.9)
5. Tran, Worshops 4.3 0.2 4.5
(4.3) (4.3)
6. Opraton & M 2.2 0.? 2.4
(0.3) (0.3)
7. crmentl Staff 2.0 0.3' 2.3
(0.2) (0.2)
8. Supplies,S LC FieldC osts 0.4 0.3' 0.7
(0.05) (0.05)
7.6 11.6 18.8 2.7 40.7
Total (7.1) (10.2) (14.8) (32.0)
Not: PIgmrisn  pava..o. sn lw weqev amouIbEon mwd  byd osB k lo.
NBFN: otB ank-mlod.
a. Co4moedi np aal byd o Govenmmo fd oNi eaabnd;p reoweadn o ufnniy wihW odDd ankC wd:
I__mnt ader3 WRDL es ad IDAC *A# (WaSaow, D.C., May 198S)a, nd Gddf ajbr *e Useo f
CoAmdto by WorldB eakdIo wus ad by As WId B* k , Eeaag Aga_ (Augus1t 981).
b. L^iied in _k bidg (1*).
-30-
purposes of conductingi n-servicet raining, a sole source contract (for about US$4 million) wil be
awardedt o the JBTE in its capacity as the agency responsiblef or overseeingt eahers' education
(paras. 3.10 and 4.26). rhe position of a ProcurementO fficer will be supportedb y the project in the
MOEC's TechnicalS ervicesU nit.
4.15 Procurementu nder the Social Policy AnadysisC omponentf inancedb y the Governmento f the
Netherlandsw ill followB ank guidelines,b ut wfll be carried out by the PlanningI nstute of Jamaica.
Procurementc onsistsm ainly of technicala ssistance( consultantsh ired as indicated above), and
minimume quipment( for the Policy AnalysisU nit, MLWS, STATIN and the ISER Data Bank),
which will be procured by local shoppingw ith contractsa wardedo n the basis of three price
quotations.
4.16 Prior Review. Prior Bank review would be required before bids are invited and before a final
decision on contract award is made for the followingp rocurementa ctions by the borrower: (a) for
contracts of civi1 works valued above US$200,000e quivalento r more; and (b) for contractsf or
supply of goods valued at US$100,000o r more. This would amount to about 70% of the totl
estmated value of civil works, firniture, equipmenta nd educationalm ateris. Other contractsw ould
be subject to post review by the Bank after conuct award. The table 4.4 summarizesp rocurement
arrangementsf or the Bank loan.
C. Dbn
4.17 DisbursementP ercenaes. TheB ank loan would be disbursed for Components1  and 2
against 100% (excludingt axes) of: furnibtre, equipment,v ehicles, educationalm aterials, textbooks,
local training and fellowshipsa broad, consultantsf ees and fixed-terms alaries (i.e. ROSE National
Coordinator,t he ROSE Sea t staff, 1 BuildingC oordinatr, 2 BuildingO fficers, I Senior
Accountant, 1 Accountant, 1 Procument Officer, 1 Office TechnologyC oordinatora nd 1 Public
RelationsO fficer). For civil works, the Bank loan would be disbursed against 85% of expenditures.
Recurrentc osts for consumables,t raning materials and allowances,s alaries of additionals taff,
operationa nd mantenance would be financedo n a decliningb asis yearly strting in 1993/94a t 50%
of incrementalr ecurrent costs up to an aggregateo f US$235,800;t hereafter 40% of incremetal
recurrent costs up to an aggregateo f US$783,800;a nd 20% of incrementalr ecurrent costs thereafter
up to an aggregate of US$1,598,300( Annex 12, Table 5).
4.18 Disbursemento f the Netherlandsg rant for the Social Policy Analysis Component( US$2.7
million equivalent)w ould be at 1i0i% of equipmet, studies, local and foreign technicala ssistanee,
and training. Recrrent costs for consumable,i nmental and coct staff, operationa nd
maintenanceo f the Policy Unit and the equipment,m eetngs, production of reports, and the field costs
for carrying out the Survey of Living ,nditions, would be financedo n a decliningb asis yearly
startng in 1993/94a t 100 percent up to an aggregateo f US$ 288,200; thereafter 80% up to a total
disbursementa ggregateo f US$552,200;t hereafter5 0% up to a total disbursementa ggregateo f
US$732,200;t hereafter 30% up to a total disbursementa ggegate of US$842,200;a nd 0% thereafter.
4.19 fiNuired DownerAation.D isbursementsf or contractsf or goods and servicese stimated to
cost less than US$50,000a nd other disbursementsa gainst activitiesn ot undertakenb y contrac, will
be made on the basis of Statment of Expenditures( SOB)c ertified by MOEC and PIOJ and
repreentatives authorizedb y the borrower. Dcumeion would be retained by MOEC and PIOJ,
- 31 -
and wouldb e madea vailablef or Banks taffr eviewa nd the auditors. All other dibursementsw ould
be madea gainstf ullyd ocumenedw iithdrawalp plications.R etroactivfei nancingf or an amount o
coverU S$3.0m illionf or consultas' servicesa nd incrementarle cmu t costs, incurreda fterM arch
1, 1993,i s provided.
4.20 Didbu#semePnrto . The proceedso f the loanw ouldb e disbursedd uringa  sevena nd a half
year period,b asedo n the standardd ibursementp rofilef or educationp rojectsi n the region. Based
on this profile,t he projecti s expectedto  be completedb y June 30, 2000, and the ClosingD atew ould
be Decembe3r 1, 2000. A forecasto f disbursementis showni n Annex1 2,T able6 . Government
has expressedit s inteion, however,t o implementth e projecto ver a fivey earp eriodw hichc oincides
with PhaseI  of a three phase,f ifteeny ear ReformP rogram.
D. Accountig and Auditin
4.21 Sei A .courTts wo SpecialA ccountws ouldb e openedi n the Banko f Jamaica:( a) one
for the SecondaryR eformS upporta nd the Evaluationan d ManagemenSt tegthening Components
managedb y MOEC( andf inancedb y poceeds fromt he WorldB ankl oan), and O) the other for the
SocialP olicyA nalysism anagedb y PIOJf trought he HRDPS ecretaria(ta ndf inancedb y proceeds
fromt he Govemmenot f the NetherlandGs rant). The initiald epositf or (a) wouldb e US$2.0m illion
and, for (b) US$0.5m illion,c orrespondintgo  aboutf our monts of projecte xpenditures.
4.22 TheM OECa nd the PIOJ wouldk eeps eparatea ccountsf or projecte xpenditureisn curred
underc omponent(sa ) and (b) as in the abovep aragaph, in accordancwe ithi ntnationally accepted
accountingp rocedures.T he projectw ills upportp ositionsf or a SeniorA ccountanatn d an Accountant
in the MOEC'sF inancialM anagemenatn d IntemalA uditU nit. Duringn egoaons. the Government
aed to selecti ndenendenatu ditorsa cenable to fte Bank.t o auditp roIecta ccouns,a nd provide
cmes of the auditeds mnsto th Bak wiin six monthso f the end of eh fsa ye (para.
6.2J h)). The auditor'sr eportw ouldi ncludea n opiniona nd commentsa, s necessaryo, n the project
accounta nd on methodse mployedin  compilingth e staementso f endiure, their accuracyt,h e
relevanceo f supportingd ouments, their eligibilityfo r financig in termso f the project'sl oan
agreementa, nd the standardso f record-keepinagn d internalc ontrolsr elatedt o the foregoing.
E. ProjMcM m _ma nd bpIementatio
4.23 hjReadiness for pmtin. Thep roposedp rojectw as identifiedb y Banks taffw ho
visitedJ amaicai n June 1991. It wasp reparedb y the Govement, witht he assistmceo f a Japanese
GrantF acilitya nd Banks taffm issionsi n July and November1 991,a nd July 1992. Thep rojectw as
appraisedin  October1 992;n egotiationws ereh eld in Washingtonin  February1 993.
4.24 Project O aQtiond a nd agemeI As detailedi n parn. 3.29, a ReformM anagement
Teamw ill be establishedin  the newlyr eorgamizeMd OECt o managet he overalli mplementatioonf 
the reform( Componen1t ), as wella s the rationalizatioonf  the exams ystem,t he publica wareness
campaigna nd the evaluationo f the new curriculum(C omponen2t) . The SocialP olicyA nalysisU nit
will formp art of the HRDPS ecretat whichi s locatedi n the SocialP lanningD ivisiono f the PIOJ
(seeA nnex1 1 chart). TheD irectoro f the SocialP lanningD ivisionw illh aveo verallr esponsibility
for implementatioonf  the third componenot f the project. The SocialP olicyA nalysisU nitw ill be
responsiblefo r: implementintgra iningp rogramsi n the sectorm inistriesa; dministerintge chnical
- 32 -
assistancep rovidedt o IJWI and the line ministries;d isbursingf umdsf or research to be conducted
through UWI and for SLC activities; and, coordinting formal linkage mechisms leadingt o a
progrm of reseach in support of HRDP objectives.
4.25 imnlmen.tati anLemenl. The implementationo f ComponentsI  and 2 will rest with the
Reform ManagementT eam, instead of a PIU. Althought he project would support approximately2 1
people at headqts (i.e. excludingi ncrementalt eachers and guidancec ounsellors),t he bulk of the
reform will be carried out by existingM OEC staff. Given the complexitya nd magnitudeo f the first
phase of ROSE, the MOEC's existingc apacity to carry out all activitiesw ill face additionals trains.
The project has provided extra staff at key manageriall evels to help ensure that the work program is
coordinated. However, certin sub-components,w hich require either specializedt echnicals kills or
substantiali nput in terms of manpowera nd which the MOEC does not posses, will be contractedo ut.
Items to be contractedo ut include: in-servicea nd pre-servicet raining; the collectiono f evaluation
data; the developmento f the Grade 9 exam; and, the day-to-daym anagemento f civil works
execution.
4.26 In-service . Training activitiesu nder the project will be carried out under the overall
directiono f the MOEC, however, the Joint Board of Teacher Education( BTE) will be contractedt o
conduct the in-servicea s well as the pre-servicet raining. The advantageso f JBTE executingt his sub-
com-ponenat re several: Oi assures the involvemento f the teachers' collegesa nd other tertiary
institutions;( ii) provides the possibilityo f linkingt he in-servicet raining component o the teacher
cerification process thus giving a strong incentivef or teachers to get involved in implementingth e
new curriculum; (iii) reduces the numberso f activitiesf or which the MOEC is directy responsible
for implementinga s part of a complexo verall reform. Prior to negotions,. the Government
confirmedit  had sent the WorldB anka  finialc on of the ubtrannb imlmentatin nane. includin
details regardinz the activitiest o be carried out by Joint Board of Teachers' EducationM MBT(Ep)a ra.
6.110)). As a conditiono f loan effctiveness, the Governmentw ill confirm that the MOEC has signnd
an ageeme with the JBTE for trainin activitiesw hich the JBTE will carry out (para. 6.3(d)).
4.27 Civil work. Instead of performingd esign and day-o-day managemento f civil works within
the MOEC, the proposed project would support the utilizationo f three extern design/management
firms, with the work divided into geographicallya ppropriates ectionso f the island. Their terms of
reference would include:t he preparation of architecturala nd ngineeing designs;t he preparationo f
tender documents;t he prequalificationo f contractors;t he tenderinga nd the preparation of tender
evaluations;t he supervisiono f construction;a nd final completionso f the upgrading and extension
componens. They would be responsiblet o the BuildingC oordinatort o be supportedb y the project
Prior to noiaions. the Govement confirmedi t had undertakena  preg alificatione xercise for the
selection of three civil works manatement firms (para. 6.1 (k)).
4.28 The MOEC's Arcitects Unit will continuet o articulatea nd enforce the qualitativea nd the
quantitaive design standardsf or civil works on behalf of the Mimistry. Ihe proposed project will
support the position of TechnicalS ervicesD irector, a BuildingC oordinatora nd two Building
Officers. The Atchitect's Unit wiulr eview the ROSE schoold esigns generatedb y the outside
consultantst o ensure conformancet o MOEC's standards. These reviews will take place at the end of
the SchematicD esign, DefinitiveD esign and Tender DocumentP reparations tages for each school.
The BuildingC oordinatorw ill participatei n all ROSE technicalr eviews and will keep the Technical
-33 -
ServicesD irectori nformedo f all developmentsA.  completes et of tenderd ocumentfso r eachp roject
tpe willb e forwardedto  the Bankf or reviewa nd nonobjecdonp rior to its releasef or tender.
4.29 M ring and valuation. Implementtionw orkingp apersh aveb eenp reparedb y the
MOECa nd the PIOJf or all subcomponen(tAs nnex1 4). Includedin  ihespea persi s a descriptiono f
the sub-componenint termso f imple on activitiesi,n dicatingb oths pedfica ctionsa nd physical
targetsb asedo n an agreedt ime-line. Eachp aper also containsa  list of selectedp erformance
indicatorsa nd, whe relevant,t ermso f rfrence and lists of goodst o be procured. Sincet he
successo f the reformd ependsc riticallyo n the synchronizaioonf  variouss ub-componentas ,l ist of
monitorablien dicators( Annex1 5)t ogetherw itha  ProjectT imeline( Aimex1 6)w illp rovidea n
effectivem onitoringis tument Annex1 7 showsa n estimatedS upervisioPn lanf or the project.
4.30 Givent he complexityo f botht he reformp rograma nd the policya nalysisa genda,a s well as
the innovativem ethodo f projectm anagementa, Mid-termR ovieww ouldp rovidet he opportnity to
introducef lexibilityd whudt he needa rise. Dui ngggations,t he Govm t at ta the
MOECa ndt ho PIOJw ouldc onduct,w iEhp riora proval of e terWmof  refrence by the Bank. a
Mid-termI mnlemntion Review.n ot latert hanM arch3 1. 1996 (para.6 .2(i)). Annex1 7 lists topics
for discussiond urmgt he Mid-termR eviewa nd at least one outputi ndicatorw itht argetsf or each
projecto bjecdve,a s agreedw itht he Governmendtu ringn egotiations.
4.31 The NationalC oordinatoor f the ROSEw oulda lsop articipatein  the HRDPA nmudR eview
whicho ccus each Februaryw itht he involvemenotf  key donorst o reviewp rogressi n the social
sectorso n bothp rojecti mplementatioann d policy. In additiont,h e MOECw ouldc ollaborateo n a
monthlyb asis witht he HRDPS ecetarat and providet o the Banka  quarterlyr eporto n ongoing
actvies. _utinngt Atin_sh  t gvMn ard to cr out aul reviews of pr ti
conntion witht he HRDP nnual Reviewe xercise ut in any caso late than March3 1st),
includingp olicya nd nawcltars as containedin  e HRDPP olicyM satrix(.p ea. 6.20)).
In additiond, uing neotiationst he Governmenatl so agreedt ha not latert hOnM arch3 1. 1994.i t
woulds ubmitt o the Banka nnualt argetsf or the shareo f MOECr ecurnt exndirs that wouldb e
allocatedf or Grades7 -9 (para. 6.2(k)). A copyo f the HRDPP olicyM arix (Jue 1992is) included
in the ProjectF ile.
V. PROJECrB ENEFI ANDR ISKS
A. Bnefits
5.1 The proposedp rojectw oulds upportt he Goverment in achievingtw o centrale ducation
objectives:( a) to improvet he quality,e fficiencya nd equityo f basice ducationfo r all Jamaicans,
specificallyG rades7 -9; and (b) to strengthenth e system'sc apacityto  plana nd monitori mprovement
in the qualityo f education.T he increasei n educationaelx pendituesf or basice ducationw illh elp
redressi mbances in the allocationo f publics ectorr esourcesa mongd iffeet levelso f educationb, y
direcdngm orer esourcest o higher-yieldinlgo were ducationle vels. Improvedr elevancea nd quality
of basice ducationw ouldu ltimatelyp rovideb ettert raineda nd trainablem anpowefro r the economy.
Highero veralll evelso f achievemenatn d increasedr esourcesta rgetedo n the poorestg roupso f
studentsw oulde nhancee fficiencyin  the use of publics ectorr esorces. A rationalizedex ams ystem
would:r educet he redundancya nd cost of examsi n the educations ystem,a nd eventally postponeth e
selectiono f studentsf or academics reams until Grade9 ; provides tudets leavingt he education
systema t Grade9  withs chooll eavingc eticates reflectinga  recognizedle velo f achievemenfto r
- 34 -
potential employers;a nd provide a reliable measure of lerning output for policy analysis. Improved
social policy analysist hrough a relevant research agendaw ill help the Governmentt o more effectiwly
target scae resources for social sector programs.
B. Ris
5.2 Principalp roject risks relate to: (a) budgetary constraintsl eadingt o scarcityo f both
counotpart funds and the release of exna resources; (b) potent backlash from those beneftng
from the existig elitist system; and, (c) weak implementationc apacity, particularlyr egarding civil
works. With regard to (a), the Bank's financingo f a high share (79%) of project costs as well as
planned cofiancing (6%) would reduce the need for counterpartf unding, thus easing the GO's fiscal
burden. In addition, the Bank will monitor the maince of sector priorities in the contex of
AnnualR eviewso f progress towards social sector objectivesa s reflected in the proposed project and
the Human Resource DevelopmentP rogram (HRDP), also supportedb y the Bank. These priorities
have recently been reflected consisteny in other policy statementsi ssued by the Government( the
Public Sector Iesment Program (PSIP), the MediumT erm Policy Framework and the Letter of
Deeopment Poliy in the proposed Private Sector DevelopmentA djment Loan). In regard to (b),
the MOEC has already begun a phased public educationc ampaignt o be supportedb y the project
which will help to ensure that all of the relevant actors recognizet hat the benefits of the reform will
be to improve the qualityo f educationf or all types of secondarys chools. Representativesf rom
grous potentialy in oppositiont o the reform have been brought into the developmentp rocess early
in the reform planning stages. Finally, regarding (c), the MOEC has adopted an integrated
managementa pproach to the reform rather than a stand-aloneP IU which will provide flexibilityi n
managingan d Implementng the reform program and ensure that the far-reachinga spects of the
project are infusedi n all areas of the Ministry. Componentsw ith substanti or specializedm anpower
requirements,s uch as the day-to-daym anagemento f civil works execution,w ill be contracted out
under the overall supervisiono f the MOEC Team.
VI. AA
6.1 Prior to negotiations,t he Governmentc onfirmedi t had:
(a) identfied the selected schools for year 1 of the project (para. 3.6);
(b) submittedp rototypicala rchitecturl designs and draft bidding documentsf or civil
works satisfactoryt o the Bank (para 3.18 and 4.9);
(c) submitteda  detailed implementationp lan for the period 1993-98f or the rationalization
of the examinations ystem satisfactoryt o the Bank (para. 3.26);
(d) put in place the new reorganizedM OEC strucure, establishedt he Reform
ManagementT eam and appointeda  NationalC oordinator with qualificationsa nd
experiences atisfactoryt o the Bank (para. 3.30);
(e) provided a detailed analysiso f the MOEC computera nd office rrofitng needs to be
financedu nder ROSE (para. 3.31);
- 35 -
(t) identifiedf ive matchedc omparisons ites and receivedt heir consent to participatei n
the evaluationc omponent( para. 3.36);
(g) esalished a Social Policy Analysis Unit in the PIOJ and appointedi ts Director with
qualificationsa nd experiences atisfactoryt o the Bank (para. 3.40);
(O) determined the scope and finalized cost sharing arrangementsw ith the UWI for the
ISER Data Bank (para. 3.42);
(i) decided on the number of titles per subject and per grade for its recommended
textbook list (para. 4.11);
(j) sent the World Bank a final copy of the training implementationp aper, including
details regarding the activitiest o be carded out by Joint Board of Teachers' Education
(JBTE) (para. 4.26); and,
(k) undertakena  prequalificatione xerciset o identifyt hree civil works managementf irms
(para. 4.27).
6.2 During ne.otiationa, the Governmen:
(a) agreed to submit to the Bank not later than Sepmber 15 of each year the specific
schools to be selectedf or the following academicy ear, based on specificc riteria
(para. 3.6);
() agreed to adopt a policy by August 15, 1993 regarding a comprehensivete xtbook
retal scheme at the lower secondaryl evel, includinga  mechnism to identifya nd
support those unable to pay ras. 3.15, 4.8);
(c) provided written guarantee that the proposed project, as well as the three exisfing
World Bank social sectors projects (Social SectorsD evelopmentP roject (Ln. 3111-
JM), the Populationa nd Health Project (Ln. 2851-JM), and the EducationP rogram
Preparation and Student Loan Project (Ln. 2899-JM)),b e given priority in budgetary
and wafrant allocationsf or 1993/94( para. 4.6 and Annex 13);
(d) agreed to present to the Bank during the HRDP Annual Review (or in any case not
later than March 31 of each year), the draft budget submissionf or the forthcoming
year of the project (para. 4.6);
(e) agreed to allocate in its amma budget to be proposed to Parliamentt he fiuds, in an
amount satisfactoryt o the Bank, necessaryt o implementt he project in each fiscal year
(par. 4.6);
(t) agreed that counterpartf inancinga nd extera resources, satisfactoryt o the Bank,
would be releasedt o implementinga genciaso n a timely basis (i.e. notificationo f
quarterly warrants be provided within two weeks of the start of any quarter) (para.
4.6);
- 36 -
(g) provided assuace that the UWI under the Social Policy Analysisc omponentw ould
asume its share of the incrementalr curr costs (pa. 4.8 and Amex 13);
(h) speed to sdect independenta uditors acceptablet o the Bank to audit project accouns,
and provide copies of the audited statment to the Bank within six months of the end
of each fiscal year (para. 4.22);
(i) agreed that the MOEC and the PIOJ would conduct, with prior approval of the terms
of refeence by the Bank, a Mid-term ImplementationR eview, not later than March
31, 1996, includingt he assessmento f selectedo utput indicators( para. 4.30);
(j) agreed to carry out annualr vews of the project in conjunctionw itht he HRDP
Aual Reviewe xercise (or in any case, not later than March 31st), includingp olicy
and fmancial targets as containedi n the HRDP Policy Matrix (para. 4.31) and,
(tc) agreed that not later than March 31, 1994, it would submit to the Bank anual targets,
satisfactoryt o the Bank, for the share of the MOEC recurrent expenditurest hat would
be allocatedf or Grades 7-9 (para. 4.31).
6.3 As conditionso f loan effectiveness the Governmentw ill:
(a) complete the appointmento f the MOEC's Reform ManagementT eam's Secretariat
professionals taff and fill 50 percent of the newly created posts in the MOEC to be
supportedb y the project (para. 3.30);
(b) sign an Agreementw ith the Bank as Administr for a grant from the Government
of the Netherlandsf or cofinancingt he proposed project (para. 4.5);
(c) submit the 1993194P arliamentarya pprovedb udget for the proposed project as well as
tree dstng World Bank-flnancedp rojects in the social sectors, satisfactoryt o the
Bank, which reflect line ministries' submissiono f realistic implementations chedules
(parm.4 .6); and,
(d) confirm that the MOEC has signed an agreementw ith the JBTE for training activities
which the JBTE will carfy out (par 4.26).
6.4 As a cofldidono f d ubent for the Survey of Living Conditionss ub-component( to be
reflected in the NeStlands Grant Agreement),S TATIN will have instituteda  plan to implement he
recommendationsf orthcomingf rom the data qualityr eview saisfatory to the Bank for the
improvemlenot f data quality (maa. 3.43).
6.5 Subject to the above conditions,t he proposed project constiutes a suitableb asis for a Bank
loan of US$32 million equivalentt o the Governmento f Jamaica, repayablei n 17 years, includinga 
four-year grace period, at the Ba's standardv ariable interest rate.
-37-
JAMAICA
Reformo f SecondaryE ducationP roject
ANNEXL IST
ANNEX1 : SQWSecto
Table 1: Enrollmenitn  PublicS ectorE ducationaIln stiutions,1 987-88.
Table2 : Differenceisn  Physicaal nd EducationaRl esourcesA mongP ublicS econdaryS chools,
1990-91.
Table3 : MOECP er PupilR ecurret Expendiuresf or SecondaryS chools1 987-88
Table4 : MOECR ecureenEt xpenditurebsy  Program,1 981/82-1991192
Table5 : MOECP er CapitaE xpenditureb y Program/Leve1l 981/82-1990/91
Table6 : AverageP rivateE ducationaEl penses of Studentsa nd their Families
Table7 : Differenceisn  TeacherD istributionan d Qualificationins PublicS econdaryS choolsb y
Typeo f School,1 990-1991.
Table8 : Enrollmenitn  Secondarya nd TertiaryE ducationb y SchoolT ypea nd Population
Quintile
Table9 : Investmenat nd RecurrenBt udgetA llocationsS, electedY ears
ANNEX2 : onaLAonLMgPrgm
ANNEX3 : DonorA cves in the EducationS ector
ANNEX4 : LmJsonLse a..d fro1m  i2us BaankQiects
ANNEX5 : ProlectS choolsa nd Sts
Table 1: SelectionC riteriaf or Schools
Table2 : First Year'sS chools
Table3 : EstimatedN umbero f Studens
Table4 : ProjectS chools
ANNEX6 : TextbookR entalS cheme
ANNEX7 : hnation Ratioizidign 
ANNEX8 : ROSE SMoncte
ANNEX9 : ublicA warensampaign
ANNEX1 0: Evaluationo f th Refom of &won E
ANNEX1 1: Socal Polie Andi nn
ANNEX1 2: Projec Cost Tables/Allocationf Loan Poed/Esiae Scheduleo 
Disbusmes_
Table1 : ProjectC ost Summary
Table2 : ProjectsC omponen by Year
Table3 : SummaryA ccountsb y Year
Table4 : SummaryA ccountb y ProjectC omponent
Table5 : Allocion of Loa Prceeds
Table6 : EstimatedS cheduleo f Disbrsements
-38-
ANNEX1 3: Lett of Aranc
Minstry of Finance
Universityo f WestI ndies
ANNEX1 4: SelectedD ocumentsa nd DataA nailablein  the ProiectF ile
ANNEX1 5: ^_tation Aid riodic Moniing ndicatot
ANNEX1 6: l1meline
ANNEX1 7: &Srv M SchedAlsed  Md-TermR eview
-39. An= 1, Table l
JAMAICA
Reom of Socday Education
EurolUmnitn  Publio Seodc tuts, 1987-8 ;
Grades SdhoolT ype Total Pcent Peret Number Pern of
femle of grad. of scbools Tota
group
hifnnt 1Ifant 11,158 49.7 60.6 29
Pdmary 4,636 51.4 25.2 51
All-Ago 2,626 51.3 14.3 37
Subtotal 18,420 50.4 100.0 117 3.1
1 -6 Pdmary 170,845 50.4 52.5 294
AU-Age 154,497 48.6 47.5 493
Subtal 32,342 49.5 100.0 787 S4.S
7 -9 AU-Age 65,053 49.6 40.6 493
New Secondary S4,333 47.2 33.9 64
Sec. Igh 31,321 58.7 19.S 57
To. I} gh 3,917 51.6 2.4 7
Comp. High 5,674 55.1 3.5 6
Subtotad 160,298 50.8 100.0 627 26.8
10-11 New Secondary 40,451 49.2 57.9 64
Sec. High 20,138 58.7 28.8 57
T&ch.H igh 4,426 50.1 6.3 7
Comp. High 4,046 53.1 5.8 6
Voc.Ag. Hiogh 447 52.1 0.6 3
Subtotal 69,890 52.3 100.0 139 11.7
Sec. HIgh 3,099 55.2 99.0 26
12- 13 TOchHOg h 3 66.7 0.1 1
Coop. Higb 29 41.4 0.9 1
Subtta 3,131 55.1 100.0 28 0.5
Comm.LC ollgeo 8,097 39.8 39.8 4
lfterdy Teachers' Collegs 2,646 13.0 13.0 8
Collogeo f Ag. 243 1.2 1.2 1
CAST 4,126 20.3 20.3 1
17W! 5,235 2S.7 2S.7 1
Subtotal 20,347 100.0 100.0 15 3.4
Total 597,428 100.0
NoreM: iity of Educa_o,S ats Secdto(nU nitc oat Study)
Nctes Bworemmii*tn cds pu"m. and eveedugst den at CAST,U WI,a nd the C4mmunitCy ofleges Somep ercen
OMOmMaYyc t add to total due to rondWingC ommunitC otep erolment incldes swoes tudentsz ot doing
tufw4md ad dl b u lo CC_
,4.0 Avex 1, TWlo2
JAMAICA,
Refor of Scocdy Educaion
Diffrne in Physic and Edcatonal Reorc AmonSP ubic &eduy Schools
1990-1991
_ __ __ I . . ui ~~~~~~Al-A _ Nw__ _ I OWW
SchoolA veraa:_
Age of school( inycar) 42 21 67
Numbero f eaae. 16 27 34
Numboro f stde (all gad.) 686 1148 1236
Num of stdtb (7-9) 16S 652 749
Numbero f claswoomb lowb 3.3 4.7 5.8
Peentageo f SchoolsW it: -
SdcoolL b withb ooks 60.2 97.4 933
Sece Lab withe quipmen 8.0 68.4 80.0
Subject oxm 19.3 94.7 96.7
Storg fality for books 51.1 92.1 933
Stff room 67.1 97.4 96.7
Officef or scoox head 92.1 97.4 100.0
Coungatedi omno ofs 63.6 10.5 40.0
Electict 88.6 100.0 100.0
iped Water 62.S 89.5 90.0
Plusht oils for stdent 33.0 89.S . 90.0
Housingf or principl andt ahens 2.3 S5.3 60.0
Regulars ecurity 23.9 92.1 90.0
= d mahance, }Persan 3S3 31.8 95.0
Schoolv ehile 0.0 11.S 36.7
Me.c abines 61.4 97.4 100.0
Telephone 193 63.2 86.7
1,p.wzritr 47.7 100.0 100.0
Televison 29.6 44.7 80.0
Comptyer 1.1 10.S 66.7
RadIo 51.1 65.8 733
Coqying/dqkIi c dingmabne 45.5 86.8 100.0
Cmnten/k1tchl 70.S 97.4 100.0
REfrigerato rFrteemr 72.7 94.7 96.7
Puretnto of Studnts wi.t
90.0 87.0 94.0
P_pwMabbooks 82.8 873 91.2
Compldee t of requiredt extbook 37.7 43.4 66.7
Dicti-nurieo 33.2 36.9 60.7
Source JamadiaS urve of LIvingC oibtons, Statistical tiou of Jbmlia 1990
-41- Anne 1, Table3 
JAMAICA
Refom of Scondary Educaion
MOECP er Pupi Recurrt Ependtu for SecondaryS chools
(in 19171818$ )
|Expeditre MAi-Age Nw Secondary Tecicl Comp. Voc/Ag.
|C ategory ___ Secondary High High High
Teachers 495 936 1,009 1,234 904 2,006
OtherP esnnel - 160 279 512 177 3,267
Non-persomel 63 106 381 Ms 206 5,356
expenditu re_ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ _
Books&  Cs 8 21 51 105 22 404
MatI _
Physical La 2 9 41 3 22
Education 
Utiities nl.a 21 52 107 30 56
TotalR ecurrent 558 1,2021,669 2,311 1,287 10,629
Exp_endr
Sour= MOBC fm Unit costi ndy
Nobs: Dec of danes in MODCh auf pmoceadsd,o  edae 1w IA&AS dwoonbys  beb ad upomd *ough
pmbaby a by much. Teacher paillm for al school tpes hwhad ht Ii b) OM and DIne C)as well as
slien_ls, bet no stay ka bem ms& ouit U, uae tasebwlsas' d pemlos rgts
0 M * p 
AcGn @D zSwern G s sw n7Zw_m s_t__
0s wSIUV   Wama >svoG t  tBo v s 4r at w gtt r tt w es ot oat WCsi " WI we " -Pwtp I ,
_54|¢tl~lzww, 
'4 VS3z  lo " ow> O0  MSe " at VoO  941 o0 S out w 0 Mt o0  tos V m M A 0 momo
wo s to eamgs e usme sro gm to os ilo9c Alo "As W* an g Om w an *e On e BWaP w "3"o
we gm ST ex tow eN _ IV __ ti_t  euw v "a nt Ole $_, 9 " 9"W s " sbm at WVn so"ms g ew Gl m$ ew - A@ugB~ I~ ~~~Pw~W~ ~~-8u0 pmiIm-- supuqua@u
w am r Gm w ge VI 4 s eL ewt " ¢ t Gm VI am e'osg SOM  ot sep> VI Ute __^_t 1,
ve tt. smuuiwpaqpges.uuuemvso et . vi o sS nr sut so wv o t.swpmapajsmmps _ >BW Ot WSK3 at._ oisdou 4e4eptao 
wparoo 4itn mmIssmaasu s..qw11m 4egwqo  to ston e" _^ Pdre
e" ons Wap W row am g GOSe IV Os gt re Kw WC am n tm 9 M n _ vpAppwoo
anWu weus ea "tetWt C an W9"see Gise muov m M rt s se wt > reU 4"m opmeoNAD-a_em_
WmT et Wm SOI ea r m s ei "AS rA onon *tv pomn VW m Wue tz 9Wm in lot Su 10= v am$ AWO_W W
is a s anu Vs> cW To an res so VI mg Vs "a s c mm t gm _r nos _t ou M, I P^sT
Caa oam V an e' SW 4r tt2D wot "8 wt" gms WOOlmt  VI gm Vs gm gum A:o
'4 rS CW C to SrW t $_dB
~~~~~ton *01100 IT rwt AW > Cs S omas Massotr *bWm$B _t ewmi wnt gttaBt_
orc~~~~~~~~~~~~~~~~~~~~~~~~~Ms m e aiws  _v Ss w_ootm %m "b s0ot Id
JAMAICA
MOECP ER CAPITAE XPENDITURBEY P ROGRAMAIE_EL
198182 to 19919
(conn 1981J amaican )
PROGRALEVEL 81/ 8283 834 8486 85m 887 87)88 88s89 aim10 aim
a & ^nuw 268 265 272 234 196 228 241 269 308 375
L~~~~~~~~~~~~~~~~~~~~~~~
NeWSecodwry 739 754 634 639 448 628 S06 624 6" 633
secondaHryo  745 799 771 863 601 683 633 628 772 703
CoMP*weAl.H 881 802 762 534 436 619 471 523 516 S0W
Technicawona1 192 11If 1148 9t
(weIgtd averad)k  810 827 730 818 528 812 580 841 705 642
Som: MOMCS, tatiics Sedt (UnBC ost StudWi
o-3
44- Annx 1, Ta 6
JAMAICA
Rdbnm of Soonday Emdut
Avue Pivft Bitial pss of Stdet ad thoi Familes
_________ _____~(maweg is spentpupil)
Ependitures AI-A Nw Se HIgI TeL Coop. Voc. PvLS ec. Pvt Do.
Trnsport 128 4S8 512 332 404 40 622 S03
Lnh 287 400 361 205 369 439 48S 600
Unifm 731 692 1,038 9?7 1.081 871 1,398 768
Supplies 163 398 497 237 221 210 269 127
Tutol 72 21 49 18 2 0 11 6
(% who goho ed 1 (12 (17) (9 (2 (0 (6) O0
Books 190 8s 353 135 122 440 264 396
(% who buy bookB) (43) (35) (62) (100) (53) (97) 71 (96)
Totll 1,571 2,049 2,810 1,904 2.289 2,001 3,049 2,400
wmimm 342 979 454 1,6S9 1.832 1,664 200 2,098
M _xmm 3,33S 2,727 3,444 2,098 2.609 225 S,310 3,145
Soue: MOEC,U nitC ostS udy 1990,S urveyD ft
Now- All daeaa re sda by pinocipalo f avaug bowehairi n their schools. 1he expenditure dtimtes
presetd abovtae th prieipas' cot ei s by cte andw sght thor by dent euolimantsa ndb y
pinp esimes of what peco_te of studnts buy boos, pay tition, et. Wit espectt o hes
pecontages, t is asumed that ths stden who do o pay dhee stimed chrSe pay othig. Mme
hugmitedmcategoinr cudes estimateso f fieldt rip expesue as well as commutinc osts.
-45- Amnex1 , Table7 
JAMAICA
Refom of Seoday Educaton
Diffeces In TeacherD istributiona nd Qualificstionisn  PublicS econdaryS chools
by Typeo f School, 190-1991 _
MA-AgV New Secondary
Seconday High
Teacher:Pupirla do 1:33 1:20 1:19
Pet...n with:
Uneswity degreeTained 1.9 7.7 19.6
Univeity degree/Untrained 0.1 1.6 11.6
UntrainedT eaces 14.6 5.9 5.5
Post secodary degree 18.6 31.9 44.1
Yeas of secoday teching eperc 5.3 8.3 7.8
Source:l amaicaS urveyo f LivmgC ondhionsS, tstical nstute of amaica,1 990.
46- Annex1 ,T sble8 
JAMAICA
Reformo f SecondaryE ducation
Enrollmenitn  Secondarya nd Tertiay Education
by SchoolT ype and PopulationQ uintile
(Pecent)
PopuationQ uintDe
SchoolT ype poorest 2 3 4 5
All Age, grades.7 -9 44.6 32.9 26.6 19.7 16.0
NewS econdary 33.8 37.1 39.0 25.3 16.8
COMPH. igh 3.9 6.3 4.6 3 2.5
TehnicadH igh 3.2 3.5 3.9 4.0 3.4
SecondaryH igh 10.2 16.1 23.4 41.4 47.1
Voc./Ag.H igh 3.2 2.1 0.7 2.5 4.2
Post Secondary 1.9 2.1 2.0 4.0 10.1
TOTAL 100 100 100 100 100
Source: JamaicaS urvWo f LivingC onditionsA, nalyticaRl eview,1 991
Statisticalh ntitut of Jamaica, October 1992.
Note: P.actages do not alwaysa dd up to 100d ue to rounding.
47-
Annex I,T,ble 9
JAMAICA
Reform of SecondaryE ducaton Project
Inv_set and Reurre BudgetA llocations
Healtha nd EducaionS ectors
SelectedY ears
in US$ mUilionasn d percent)
A. Public _ Progr (PSIP)
Cmm illionsU S$an d %)
SBCISR  1992/93 1993/94 1994/95 1992-95
Health 21.7 38.2 29.0 88.9
Education 11.0 21.9 31.2 64.2
TOTALH ealt & Education 32.7 60.1 60.2 153.0
TOtrALa s % of Totl PSW 13.3 19.2 23.7 19.0
Sbource:J amaicL Public &= lmmg= ProgaaI992/93-14 Report No. 10297-JM.
B. Recffe BW
(as pecent of total GO recurent budget)
SECTOR 1988/89 1989/90 1990/91 1991/92" 1992/93W
Health 8.2 8.4 8.4 8.6 7.5
Education 16.3 17.2 17.3 16.4 16.0
Soure: PlamninIgn sttute of Jamahca.
a. Dow for 1988/89t o 1991/92 based on actua data
b. Data for 1992/93a re provisional based on First Supplemntary Estimates.
-48- Annex2 
Page 1 of 2
JAMAICA
Reformo f SecondaryE ducatiot
National Assessmenta
Desc&ptiQnJ:a maicab egand evelopinga NationaAl ssessmenPt rogram( NAP)d irecteda t the
primaryl evelo f educationi n 1986w itha ssisnce fromt he Intr-AmericanD evelopmenBt ank. It is
basedo n the aew primaryc urriculumw, hichc ompletedit s first cyclef or Grades1 -6i n 1988. To
date, nationala dministrationhsa veo nly beenc arriedo ut for the Grade6  testa nd the Grade 1
Readines Inwentory.A ll oher testsa re still underd evelopmen. The Grade6  testw as adminiered
nationallyto  approximatel4y5 ,000s tudentsi n 1988,1 989,1 990a nd in selectedp arishesi n 1991.
Trendsi n stdent aievement on the Grade6  test overt he 3 yeas of nationala dministrtions howa 
steadyg ain. Ibis is thoughtt o be a consequencoe f the feedbackg ivent o the schoolso n ther
students'p erformance.I Te Grade 1 ReadinessIn ventoryw as adminsteredi n 1989,a nd showedt hat
only5 0% of the studentsm essed werep erforminga dequately.H owever,t his mayb e more of an
indicationo f testd esignt han studentc apacity.
Toals: The MOECs tatedg oalso f the NAP are as follows:
(a) to assistt he tacher In planninga nd adaptingin stuconal activitiesf or the stuents, based
on infonmatioonn  sudent educationagl rowtha nd adcevenent;
(b) to identifya reaso f strengtha nd weaknessin  studenta chieveme and to assistt he teaher
in planninga ctvitiesa d programsf or proving enrichmenot r remediationa s neccsar,
(c) to informs choolp rofessionalas bouta reaso f strengtha nd weaknessin  schoolp rograms,
hs enablingd evelopmentaln d correctivea ctiont o be taken;
(d) to assistt e Ministy in formulatingp olicyi nvolvingth e allocationo f resources( financial,
material and hma);
(a) to ptovidei nformationin dicatingth e type ande ax of in-service ducationre qured or the
natureo f changesn eededi n teache preparation;
(t) to provided ate for analysesto  improvea ll fioets of educationdq uaity and performnce;
(g) to ensuret hat instructionaml aterialsa nd processesu tUizedr eflectt he uniquen aue of
Jamaicanc ultur and the environme in whichc hilren learn.
nsftumentsI:T heN AP consistso f a varietyo f istuments, incuding:
(a) Gade 1 School nbe ntry: to determie whichc hildrene nteringG rade 1 posses
ihes killsa nd knowledgteh ey need to learn e curriculuma nd whichw ill needa ssise in
developingt ee readines ski. There is vi e, howvr, that some teachersa re using
9- Aran2ex2
Page 2 of 2
this and/oro ther instumentst o selectc hildrenf or Grade1  and tbat somec hildrena re either
sent backt o basics choolo r to anotier "lessd esirable"p rimarys chool;
(b) rdes 1 and 2 checklistst;o  assistt eachersd eterminei f studentsh ave masteredth e skills
taughta nd asess whethert he child is readyt o moveo n to the nextt opico r shouldr eceive
addtidonaals sistmce;
(c) Grade3  DiagnosticT ests (mathematicasn d readingp erformance):
(d) Grade4  and S AcheyepmeTnte stsO anguagem, athematicss,c iencea nd socials tudies):
these tests,w hicha re taher marked,a re usedp rimarilyt o assistt eachersi n deernng
individuasl tude needs;
(e) Grde 6 Achimev ests (mathematicsre, ading,s ciencea nds ocials tdies): theset ests,
whicha re cenaly marked,a re intendedto  determinew hats killsa nd conceptst he students
have acquiredi n primarys chool,a nd to use the informationto  makei mproveme in the
p system.
Mling:C ollectinga nd reportingte st resultsf or everys tuden in a givenp rimaryg rade,a s
is prently the casei n Jamaica,i s very costlya nd timec onsuming.C onseqntdy, samplings tudents
is currentlyb eig consdered. Samplingh as the benefito f providingv ariousg rups (eg.,
policymakersc,u rriculumd irectors,s chools taff, etc.) withu sefl informationfo r the purposeo f
Smgingl eaning achievemenatn d for targetingr esources. The impacto f assesmento n instructionis 
also retained,a lthoughp erhps not as forcelly as withi ndividuasl tudents cores.
Asmn vs Selectitfi n: lhe issueo f samplingis  directlyr elatedt o the
objecdveso f a givene am: if selection/cefificatioins the goal, then each studentm ustb e tested;i f
amesg the systemsp erformancein  order to informp olicyi s the goal, thent estings ampleso f
studelts iS more cost-effective. In Jamaica, thi is partiarly relevant at Grade6 , where the
Ministry is seekingt o improve its selection mechanism( tbe Common Enrance Exam) with a more
curiculum basede xam( eg., the NAP),y et also seekst o assessth e performanceo f the pimary
system. This mayh avei mplicationfso r the designo f the Grade6  exam.
Humanjgesop Caai: At present,o nlyt wo peoplei n the MOECa re assignedto 
managingth e entireN APp ortfolio. Givenf te requirementosf  itemw riting,t est development,
admini ion, scoring,s ecurity,a nd tmely reportig, this is clearlyi nsudficien Howevert,h e
MOECi s operatingin  a very scarcer esourcee nvironent, and mustc arefullyc onsiderw hich
responsibiitiems ustn ecarly reman in the Ministrya nd whichm ightb e contractedo ut.
-50- Annex3 
Page I of 2
JAMAICA
Reformo f SecondaryE ducation
DonorA civiis in the EducationS ector
Donora ctivityi n the educations ectori s mainlyc oncentratedin  the area of primarye ducation.
The Iner-AmeicanD evelopmenBt ans's (IDB)r ecentlyc ompletedP rimary EducationP roject I
(1984-1991s)o ughtt o improvet he qualityo f primarye ducationb y supportingth e establishmenotf 
the NationalA ssessmenPt rogram( NAP),t he buildinga nd renovationo f 54 schoolst o provide2 8,700
newp hysicalp lacesp lus somel ivinga ccommodationsT. he follow-onP rimazyE abaton
Improvement 1X( US$30m illion), currently under preparation, will support: the contned
developmento f the NAP; the evaluationo f the primary program and revision of the curriculum;
upgrading and training of primary school teachers; lbay services; and physical infrastruct
mprovements.
The USAIDP rimary EducationA sestae Project (PEAP)I , (US$5.4m illion)i s aimeda t
improvingth e overal efficiencya nde ffecivenesso f the primarye ducationsy stemi n Jamaica.
Efficiencyo f te systemw illb e enhancedb y assistngt he MOECt o decentralizem aagement
acvities and by tring schoolp rincipalst o managet heir schoolsb etter. Effectivenesosf  the system
nillb e improvedb y assitng the MOECt o improvei ts deliveryo f relevantm atmatis educationto 
stuents in Grades1 -6. Ihe projectw illp reparea  plan and strategyf or correctings hortcomingisn 
the matmatcs programa t the primaryl evel.
CIDAh as just completedth e Primay SchoolT extbookP roject (C$1.4m illion). The
projectp rovidedt he papern eededt o produceo ver 2.5 millionp rimarys choolt extbooksto  schools
trughout the island.
Donori nteventons at the secondaryle velh aveb een mostlys mall-scalea nd althoughn one
havec omprehensivelayd dressedth e GOJ's reformo f secondarye ducations, everalp rojectsh ave
includedI mportanet lementst hat woulds upportt he reform effort. For exampleU, NESCOc arried
out the Sco Mappig and Mia-Planing project( 1984-1990w) hichp repareds choolm apsf or
each parish i anticipationo f rationalizmtgh e secondarys chooln etwork.
Ihe educationc omponenot f the WDBR'su ral TownshipD eveopmnt Progam (1989-1994)
fimanceps redominatelcyi vilw orkst o upgrades econdarys choolsi n selectedto wnsd amagedb y
Hurricne Git
ThoeG O is implementinagn  Upgradingo f NewS econdaryS chols (1990-1994w) hichb ner
alla, includest he intoductiono f a new academicp rogrami nto 25 NewS econdaryS choolsw hichw ill
allowa ppmately 25 percento f the stdens to sit examinationsse t by the CaribbeanE xaminations
-51-_Ann 3
Page 2 of 2
Conil (CXC) at Grde 11  and reurbishing schools and equipping schoob with the necessay
equipmenta nd teacing aids. The MOEC is cuntly reviewing this project to ensure that it i
comistemw itht he new reform,a nd in particularth e introductioonf  the commonc urriculum.
lbe ODA's Smudary Shools TcdbookP lrojectM  ) for US$9.4m fllion,s upports
qualityi mprovementisn  secondarye ducationth roughi ncreasinga ccesst o teachinga nd learning
materialsf or students. The projectc ontainst iee majorc omponent:( a) a TextbookR entalS cheme
whichh as been introducedin  180s econdatys choolst o distibute over one milliont extbooksi n
variouss ubjecta reas; (b) in-servicete achert rainingc omponenfto r 4,000t eaches anmnallyi,c luding
a materialsp roductionc ourse;a nd (c) remedialt extbookd evelopmenwt hichs eekst o establisha 
textbookd evelopmenptr ogrm for middlea nd lower abilitys tudents--caled FoundationI  and
Foundation2 -aimed at approxiately 60,000p upils in secondarys chools. CIDA'sp roposedf ollow-
on B c TextbookPs roject will continueto  supportp rimarys choolt extbookp rining, but it
will also etend its activitiesto  the lowers econdaryle vel (Grades7 -9) witht he provisiono f paper.
Te tentativec ost is C$3-5m illion.
Finally,U NDPt hroughi ts Tracer Study of Gradtes of SecondaryE ducation( 1990-1992)
is conducdnga  surveyo f 250g raduateso f a representativsea mpleo f secondarys choolst o determine
the placementa nd suitabilityo f theseg raduatesf or the labor marketo r tertary education. Findings
Oft he studyw illp rovideu sefuld ata and informationo n the linksb etweene ducationabl ackgrounda nd
job opporunities,a s well as idite the curriculac hangesa t the uppers econdaryle vel( Grades1 0-
11) whichw ill ensuret hat secondarys tudentsa re more suitablyp reparedf or the workplace.
IDE's Universy of the West Indies DevProgm is co-financedw itht he
Universityo f the WestI ndies( UWI)a nd the CaribbeanD evelopmenBt ank( CDB),f or a cost of
US$80m illion,o f whicht he IDBf und US$56m illion;U S$24m illionw illb e providedb y UWI and
the CDB. The progrm is basedo n a ten year developmenpt lan (1990-2000p)r eparedb y UWI
aimeda t overalli mprovemenatn d stengteing of the universitys ystm Thep rojecti ncludes:
infructur, equipment and institutiondd evelopmentc omponentss pecificallyr ated to the
improvemenatn Uor expansiono f teachinga nd reseach, and a regionalc omponent o stegthen
outreachs ervic to non-campucso unies and off-campus tudents. The ODAa lso provides
assistanceto  UWIa nd CAST.
Mn== .SM- 
Otherd onors upporti n the educations ectori s aimedi mprovingth e mag capabiliieso f
the MOEC. UNDrs EducationS ectorM  ageeut Project (MM) (US$430,000a)s sistst he
MOCs ProjectsD ivisiont o improvet he projectm  capabiity,a nd the developmeaot f an
inrmation system on the physical status of educationd institutions,a s well as the productin of an
insument for schoola sessment As a componenut nderF PAP II, USAU is supportingth e
establisbmenotf  a comprehensivaen d compueied Educational nno mnatioSny stem
M) for the MOEC( US$1.4m illion). Technicala ssise willb e providedt o refinet he MO1C
data systems,e stablisha n EMIS,a nd cary out policya nalysis. Thep rojectw illa lso provide
hardwaref or the MISu niL
-52- Annex4 
Page 1 of 2
JAMAICA
Reformo f SecondaryE ducation
Lesons Leaed from Ui BAaulkW 
1. A IRtea nUinga W pgaion are vitalf or the effectivei mplemenstioann d achievemenotf 
projecto bjectivesa s originallyc onceived.F or examplei, n civilw oris, notabled elaysa nd costo verruns
in past projectw erea ttributablpe ardyt o the lakc of carefl detailedp lanningd uringp rojectp reparation.
Inadequates ite and quantitys urveysf aied to take accounto f such factorsa s topographya, ccessa nd
availabilityo f electricitya ndw aterl eadingt o unforseenc ostso f sited eveopmendt uringi mpl on;
in somec asemi,t  led to deletngp roposeds itesf romt he project.
2. An Importanet lementi n projectd esign,p articdarlyi n the educations ector,i s the inclusiono f
evaluation.I he abilty to eval througha ssessmenat nd testingw hatt he impacto f additonali nputs
i fore ducaionala chievemenwt illd eterminew hethers uchi nterventionasr e efectivei n reachingp roject
objecdves and efficiendyu tiliz scarce resorces. lhe resuts of such an evaluations ystem, if deemed
sisct can then be used to modifyp roject design durig implementation.
3. Ijutuonalw atimta. Successfl projectimple on reliesh eavilyo n stronings titutiona
and bureacrac arrangemet, whichs houldp refeably be in plae priort o negotiaon. PCRsf or the
firs three education projects noted taut the PIUs had no clear lines of responsibilitya nd were also
Iadequatey staffed. Delaysa nd cost overrunsi n Implementigp rojectst hroughP IUs were attrbuted
to: the lacko f deted projectI mplemettion schedulesl;i miteds upervisiono f the constrctionp rogram
andp me0_na ;ragemeanud ;f inally, dOequaf inanci recordst o perfrm monitorc osts. In
the Impmlee ntion of the Fourth EducationP roject, there has also been a problemw ith high staff
tunover becuse salaries,w hicha re tied to govement pay scales,a re reltvely low. A reviewo f
govrnent ministris and their pesonnel stuces is being carried out under the vernment
Administrate ReviewP roject( ARP)t o ensuret  the salarieso ffereda re competitiven ought o atiract
and maintain sufficienty quaified staff.
4. In the area of civil works, implentn problems have been encounteed in three out of the
four educationp rojects. lThisi s pardy due to the weaki nstional capacityo f a minstry of education
to carry out civilw orks. Becauseo f the low salariesi t can offer,t he MOECh as beenu nablet o attract
tuchnic pesonnAeolf  a highc alibrei n the area of civilw oris managementI n an attempt o addrs this
issue,t he FourthE ducationP rojectc ontacted out the _ nt of civilw ormes xtion to the Efte
Development Company (EDCO). EDCO was responible for: the preparation of archectural and
e_ghwaing designs; the preion of tender docwmentst,h e preqoa lifion of contractors;t he
endering and the prerion of tender uations; the supervisiono f constructio;a nd final completions
of the upgrading and extion components. Ie of EDCO has not been saifctory,
particay in the areas of prequalifying conractos and supervisiono f consuction acdvities. If the
MOEC intends to continueu tlizing an ouside design/management fim, moret hano ne firm should be
contracted to spr teadr his of poor performance and reduce civil works Imleion delays.
-53- Annex4 
Page2  of 2
5. Elbiitv in adaptingp roject durng implementatiohna s also shown by eperience to be
importt In ordert o adjwt for unforseen inha cnirgceu mstances.T his is especialyt he case where
the projectd esigni s iaherendyc omplex.( e.g. thoseu ndrtaking majorr efonms).
6. Eimm" gmvasi. A majorc onstrainto  projecti mple ioinn  Jamaicah as beent he lack
of localc ountpart funds;t hisw ase speclly the casei n the flrs twoe ducaionp rojects. Morer ecently,
the rdeas of donor resoures bth loan and grant funds)t hrought he GMJ'sb udgettnga nd warm
releasem echanismhs ave been a majorb ottleneckin  implementingp rojectsa ccordingt o design. For
exAmpled,u ring1 991/92t,h e MOECw asa llocatedo nly7 0% of the budgeti t requestedo; f this amount,
acht expnditr throught he warrants ystemw eres lightlyl ess or 67%. This has meantt hat project
managersa re unablet o rationallya nticipateth e availabilityo f fiuds for issuingo f majorc ontracts;n or
are they ablet o meetp ayme schedules.
-54- Annex5 , Table I
JAMAICA
Reformo f Scondary Education
SelectionC ritA for Shqoolsto  be clude in th Rerm of Sodar EdaSto EPjt:
BeforeB ank clearamcec an be securedf or tendering,t he Governmenot f Jamaicaw ill confirmt hat
propery ownershipf or each site is in the name of the Governmento f Jamaica, or that each site iS leased
to the G(0 for a tem of not less thian4 9 years. In addition,s choolst o be selectedf or the Projectw ill
be chosenf rm asmng All-Agea nd NewS econdaryS choolsa nd shallm eett he followingc ritria:
1. Conditionfsa vorlnge quityo f access:
a) Schoolsl ocatedw heret he populationis  particularlyd isadvantage(de .g. rural areas)
b) ProjectR OSEt o includea  representativge eographicsa mpleo f schoolsw itha n island-
wided istnbution
2. Conditionjsu stifyingl ong-termin vestmets:
a) Sitest o be adequateto  containt he reired buildinge xpansions
b) Better than aver perceivedq ualityo f the schoola mnsttion and its relationship
with the commuity
c) Be t averge performancea nd commitmenotf  the school'sa cademicst aff
d) Positve erollmt trends
3. Conditionlsh nitingc ivilw ors investmencto sts:
a) Physicapl roximityto  convertdT ecna HighS choolsa ndn ewlyr eurbishedS econdary
High Schools
b) Sames choolsa s targetd undert he New Secodary Schoolu pgrading
c) Shools withp rimaryf acities upgradingin cludedi n IIDBp roject
d) Reaively low upgradingn eedso f the existingf acilities
Two additionacl riteriaw ereu sed to selectY ear 1 schools:
4. Sizeo f Year 1 schoolst o be limitedb etween1  and 3 strems
5. First year's schoolst o permit implemention of new curriculumw ith minimal additonal
constrction (especially workshopa nd science lab).
-55- Anmex5 , Table 2
JAMAICA
Reformo f SecondaryE ducationP roject
FYear's Schools
AUA ge School,
CedarV aley St. Thomas
Avocat Portand
Mount Herman Portand
Retreat St. May
Mount Angus St. Mary
Enfleld St Mary
Moneague St. Ann
Bellevue Trlawny
NewH ope Westmoreland
Hatfied Manchese
Elderslie St. ElihAbeth
Rest Clarendon
Wbite Marl St Catherine
Constan Spring St. Andrew
New &cday Schoos
Edith DaltonJ ames St. Andrew
DonaldQ uarro St. Andrew
Port Antonio Porland
Tacky SL May
Maldon St James
Grn sand Hanover
sanaMchs
Juncton St. Elizabeth
Clude McKay Clhrrndon
Waterford St. Catheine
58*nted "itew od.1fa S k aeiSd4sf t s RaMgoa.* NowO u*Sat
eVY vo By ads
Foul __u Yo2 YPrS Yetr
6g41c7 *dade GandeS Grade?7 GBao isSa  atue SGowed. tab 0r.d0 Grad.?7 Gradtae Ora ". Grs?Gade ens GrabS 
8t mnm to 211 M1 211 211 211 211 211 2tt 
~ 211 ~ ~ 21$ 211 21t 211 211 211-bm a 1481 141" 614 1461 1461 1461 1461 1481 1461 146t 14 1461 1461 146
A ~ 1170 M2O 1170 1170 1170 1170 1170 1170 1170 1170 1170 1170
*~~~~o Ye2 Sohb 2386 2120036  2m 2tO30365  2t03306S  2305 2t130~3~68 15 th8i65  *0832 6 1301356  1301356 atO16QS
ANA" 72 7 72t 720 E72D 720 720 2 720
YO SG8di 2228 
A*WN -------s-i-l;- -- 
2226 22261 
315 M 2226 226 9115 222581 3et1a6  SIG SSIIGG ~~~~~1~sS1io2IG 1  1$2t1O 8t8O 4
_00 2M00 0 200 200 200 200 2t
YO4 _ooo towS low t
1660 1170 2500 1660 11s0 316 315 
1 45sA21 2 200 70 200
Bytbw 637 162 21 7 62 5- 3 6141 6562 620 6202 1650 M56 t265 
torL~~  ~ ~ ~  ~ ~ ~ ~ ~ ~ ~ ~ ~ ~~~~~~s
By fab _______________ l2 _ 2t t 2 Om2 6 27 1le_f5t 2 ______O___m__S__O_ m _ o? aSW 2G4 21 t5l_o__w___ _______ Om 1 611
t3u t89s.u110 12900 e0 t0U t8 oe 117ew416 9 2 0 3416 34t6 2a0.
now 8tft 2316 2tO 23181 1 a1t 2700 Z11B 441;6 sets 2700 UOO 44li6 Mst
"a 1892 10112 211 Is" t02 te82 tool 1802 tZ92 1062 1062 *IlM Is"8 to"k la"
MOM  ne antt7l 2 10 m A4 221bow_ lcolrf. so Cxdm. 
C.... a. Agw a ADAgeb ate - adshcd u4 sde f %A
Fb% Scwed. O. mesas.oG rade7  t2 11; OrmlubtGfads eh7 * 1481. '1
i'
JAMAICA
Reforno f SecondaryE ducationP roject
ProjectS chools
PROJECTS CHOOLS 1 2 3 4 5 6 7 a 9 TOTAL
YEAR STREASMI ZE _ _
I Al-Age 4 8 2 14
NewS econdary 3 3 1 1 2 10
SUBT OTAL 4 8 5 3 1 1 2 24
2 AN-Age 2 2 2 1 7
NewS econday( a) 1 1 2
SUBT OTAL 2 2 3 2 9
3 AMPAg 1 2 1 1 5
NewS econdary(a ) 1 1 3 5
SmA l-Ape 10 10
T
_ BU_ BTOAL 1 2 1 2 4 20
4 AIA-Age 2 1 1 4
NewS econdary(a ) 1 1 2
Sm AU-Age 10 10
SUBT OTAL 12 1 1 1 1 16
5 NewS econdar(ya ) 1 1 1 3
SUBT OTAL 1 1 3
TOTALS CHOOLS 29 11 11 5 6 6 1 4 1 72
JA U-Age 9 11 7 1 1 1 30
NewS ecYdw (a) 4 4 4 4 1 4 1 22
I8mA M-Age 20 20
(a) NewS econdarsyc hoolsIn y ears2 -5o f the projecta re nots cheduledto  receivec ivl works.
I-'
-58- Annex6 
Page 1 of 2
JAMAICA
Reformo f Seondary Education
RSce hm e
1. Therea re few bookso f anyk indi n the All-ge schoolsf or grades7 -9. In the ofhr schoolsf or these
gradesb ooksf or Normativea nd Enrichedre adinga bilitiese xistt hrought he SecondaryS choolsT extbook
Projectw hichc reateda  bookr entals cheme.T he schme enableds choolsto  buildu p texook accounts
whichc ould be used to buy fuither booksw hen the bookss pplied under the SSTPb ecameu nusable
tbrougha ge or wered amaged,l ost or stolen. But there weren o booksf or the studentsw hoser eading
abilityw asb elowt he Normatvel evela nd these studentsr emainw ithouts uiable texts in allt he typeso f
secondarys chooli n Jamaica.
2. Undert he SecondaryS choolsT extbookP rojectt he bookr ental schemew as insstitutefdr om 1987-4
in grdes 7-12 in all schoolse xcept he All-age. Textbooksw eres uppliedto  schoolsa nd studentsw ere
invitedt o rent them at approximateloyn e third of their estimatedr eplacemenct ost. Bookl ife was
assumedto  be 3 yearsa nd all bookss uppliedw erep ublishedb y UK publishers( althougha uthorsw ere
for the mostp art Caribbean).E ach schoolw as responsiblfeo r administrng the rental schemea nd for
establishingan  exclusiveb anka ccountf or the rentalr evemnwe hichc ouldo nlyb e used for buyingf urthr
textbooks. An amount of 10% of the rental was authorizedt o be used by the school for the
administraiono f the rental,p aymenot f a responsiblem embero f staffa ndr epairst o a books toragea mea.
Schoolsw ouldc onvwethye ir textbookn eedse ach year by Febnry to the centrala dminiron of the
SSTP rentl scheme at the MOECw hich would inrm themo f the cost to be met by their rent
account. Whenm oneyf romt he rentala ccouns wast o be paido verf or bookp urchase,t he schoolsh ad
to get the checksc ountersipnebdy t he ACEOP ublicationUs nit,M OEC. lhe SSTPa dminitrtion would
then order the booksf rm the UK usingt he CrownA gemsf or the procuremenat nd to organizet he
shipping. Booksa rving at Kingstond ocksw re exemptedfr omw harfagea nd other charges. A local
tenderw asu sed to buy consolidatiosne rvicesf or each schoola nd ditbution of the books.
3. Thep robleme xperiencebdy  the rea schemew ast hat a significannt umbero f studentsd id not rent
the books. The two reasonsf or this weret gat somef amiliesc ouldn ot affordther ental amounts( which
variedp er book)a nd somes tudentsc ouldn ot read the booksa nd so did not rent them. Thep roportion
of studentsi n each categoryis  not knowna nd an impacts ty is proposedb y the MOECf or March-May
1993t o invesdgateth is. Schemehs aveb eenp rposed to ounterat the problem,i ncludingth e payment
in installmentosf  one sumf or the rena of a set of books( therebym aldngs ure that stwdensh avea llt he
booksr athert han selectingth e pnoritys ubjects- La ge Arts andM ath- onlyt o rent), the supplyo f
booksa s classs ets whichs tudentsw ouldg eneraly not takeh omea nd whichc ouldb e used over several
streamso f the sameg rade. Problemsa lso eadstr egading the early daten eededt o collat all the school
ordersw hichf orcess choolst o guess their fture requirementasn d the availabilityo f foreip excha
to convertt he Jamaicad ollarst o hardc urrency. The fidamental problemf or the viabilityo f the rental
conceptw as the fall in ft valueo f the Jamaicad ollar in 1991w hichm emt do the rena amounts
collectedo ver the supposed3  year life of the book were no longer sufficientt o replaceb ooks.
Fortnately, two fortutousb uffersa lleviatedth is problem:f irstly,t oo manyb ooksw ereo rderedf or the
Projecta nd the surplusc ouldc ontinueto  be disbuted free of cag to seboolst, huss avingt he schools'
-59-
Annex6 
Page 2 of 2
tetbook accountsa; nd the durabiltyo f the textbooksw as greatert hane stimated- foury ears or more- 
and the replacemenrta tww ast hefore lesst hane cted whilet he renta revenuec ontinuedto  be based
on a 3-yearb ookl ife.
4. Ihe MOECw ishest o extend ost recovery for textbookst o all schoolws ithg rades7 -9. At present
the only schoolsw hichd o not participatei n the rental schemea re the All-ages chools. In the ROSE
Ptojectt he supplyo f bookst o a numbero f All-ages choolsw illb e the occasionto  introduceth e principle
of cost recoveryt o these schools. The ODAi mpacts tudyp lannedf or early 1993 will analyzew hy
studentsd o not rent books,e itherb ecauset hey cannota ffordt he fees or that the booksp rovidedw ere
too advancedf or their readig ability. The ODA study will be used by the MOEC to design a
comprehensivbeo ok rental/costr ecoverys cheme for all secondarys chools,i cludmg an effective
mechanismto  identifya nd supportt hoseu nablet o pay the fees.
S. Et- proposedp rojectw ill stengthen the SSTP rental adminitration,w hich,i t is expected,w ill
eventuallyb e subsumedu ndart he EducationaMl ediaU nito ncet he SSTPi s completed.T wo additional
field officersw ill be necessaryt o visit the All-ages choolse nteringt he ROSEP roject, as will local
technicala ssistanceto  input schoold ata onto the computera nd to designt he computerc ontrolf or the
enty of all schoolsi nto a rentalo r similarc ost recoverys ystem. Admini on documentfso r schools
willa lso be suppliedb y the Projecta s wills hortt rainingf or one schoolp rincipaal nd one textbookr ental
administratopre r ROSEA ll-ge school.
-60- Annex7 
Page 1 of 3
JAMAICA
Rfom of SecondayE ducation
Exa4inaton izao,aaizaon ono
Bakgrond. Welld esigneda nd a educational hievementte stsa re the principals ourceo f
fomaion for (a) evaluatig the progresso f an educations ystemt owardsa chievingi ts objectivesa nd
() evaluatig the impacto f educaionr efoms, such as the ROSEp rogram. In addidon,t estst ypically
are usedt o certifya ccomplishn anda re consideredfa ir ande quiablem eanso f allocatingsc arcep lac
in secondarya nd highere ducation. In Jamaica,a  wider ag of tests are developeda nd admistred
annuallyto  sudens for purposeso f monitoriga dhivement,c ertificatioann ds election.A  recentr eview
of the Jamaica educationalt est system (Harris and lIon, 1992) identifiedtw o problems: poor quality
testsa nd inefficiente stingp rograms. As a consequencoe f thesep roblems,t est resultsh ave not been
used to informp olicyd ecisionsw ithint he Ministry. The purposeo f this componeni s to improvet he
qualy of teWs, improvet he efficiencyo f testing programsa nd extend the utility of the sts for
evaluationa ndp olicr analysis,w hilek eepig withi a recogized budgete velope.
Descrition of the Jamaicn E _danal Tstg System A plethorao f monitoringc, ertificatioann d
lectiont eslsa re developeda nd/or annuallyb y or for the Ministy of Education. These
can be groue into four categories:( a) NationalA  Programt es (NAP), (b) high school
section test, (c) Miistry of Educatio cerfication testsa nd (d) exern certificationte sts. In all,
about 170 subjectt ests (e.g. English, catieCles,c ra Installationa)r e adminisred to about
162,000s tudensa nnually,f or an averageo f about 1000e amnees per subject est.' Manys ubjectsa re
testedi n moret han one program. Two MOECc ertifiationp rogramsa t the secondary evel( SC and
SSC)h avea  57% overlapi n the subjectst hey test; they also overlp 46% and5 5%, repectively,w ith
ceficaton ests developeda nd admistered for the MOECb y an externatle stinga gency,t he Caribbean
Examitions Council( CXC).
QuaW y. A high qualityt  is bothv alid and reiable; it measur whati t is supposedto  measurea nd
does so timer time. No empiricale vie is availabler egading the reliabiity or validity of tests
developedb y andf or the MOEC. A revie of et developmenptr ocedures,h owever,s uggeststh att he
tests may shortcomingsin  both respects. With repect to 15 ndiators of test development
procedure, - ity, MOECh igh schools dectiont ests averaged1 .3, MOECc ertificationtO stsa veraged
3.0, the NAP-Grade6  Test received6  and the CXC test-developmepnrt ocedur received1 3. Test
1
Mm Natina Am mmt A N1 hb- (AP)U rnGda d. I ReadlammNW, Onad3 DIapnoetlTed,G ra 1-6C eklm of
_Prp., .d Grads6 AdawrnaTeat tinup datk,munsad ash bule). Hih}hoIuleelm es aehedsu
Corsnaaatwa. rCBE-ll+ 1Bg, ordremisad "nitIalty, Comnrnoer1bsr8esodazTecnlca15choI,
orC IM-13(+1 ,gfi nstb and-, abid ), andU o. rads9A _hmueSt, orG NAT(D o80Aa n athunaW).M ?dor
MOEC_" oUdone mn dtsiareAlcaoolC atfifs. orJ8C b28a  tsta)a ndd o SecoaSyh ool Cur_fla orS SC( 27 abjast
tea). Extrl cedUficaIoe  1Ix anlnahlleolC nsco laurdoea nCoani Doea,a r CXC4ab (20s Ject.), d. CXC Gaa
(27z disW) an tew olebdobyU ydC aBmbrdge Boad
'IndItos ami:p ubid sylbus, publed blquprintc, t IpMrapce_.b easloas, aalsa apslflca_onmit, em
prelaig, Itemal pro to asPan pr&p ng oqrclv hn aash equalingi,n  abily, stb, laer vaidiy, exten
vadt, maiblity of tecni data,a abli of _c maL
-61- Annex 7
Page 2 of 3
admintration procedure5s wore adequate for all tests, although slightlyl ower for the NAP tests.
Cost. Testlng represents a smal item in the MOEC budget. The anmnalb udget for esting in Jamaica
was 1$7.3 million, includings upport to the CXC; it does not includet he costs to parents and sdenht for
test preparation and registration. Ihe MOEC budget for testing is allocateda s follows: 40% for high
school selection, 33% for MOEC-developedc erdfication and 26% for CXC certificato Costs per
sudent to the MOEC an from less than J$10t o more than J$2000p er subject,d ependingo n the
purposeo f the testa ndt he numbero f eaminees. All certificatiopnr ogramsi ndludedlo w-volumseu bject
tests. For eample, registratonsf or 25 (of2 8) JSC subject ests, three (of2 7) SSCs ubjectt ests,8  (of
20) CXC-Basiscu bjectt estsa nd 1 (of 28) CXC-Generaslu bject ests werel owert han 100. Costsp er
award' rage from J$150 to J$42,000,d ependingo n the subjecta nd test program. The NAP was
supported,1 988-92b, y an 1DBl oan; its costs,t herefore,d o not appeari n the MOECb udget. Most
(67%) NAP resourcesw ere directeda t the developmenat nd administrationo f a curriculumb ased
achievemente st for studets in Grade6 .
Coste ffec5ivens. Cost-effcdvenessw asj udgeda ccordingto  relativec ost per examineef or the same
subjectst sted in differentp rogramsa nd examineec ost per unit of quality. Withr espectt o cost per
exminee, SSC subjectt ests were loss cosdy tm either JSC subjectt estso r CXC subjectt ests; for
similars ubjects,J SC and CXC-Basico stsp er examinewe ere 4.5 timesa nd 2.5 timesh ighert han SSC
subJects. With respectt o the secondi ndicator-averagex amineec ost per unit of test development
quality-allc etificationt ests were more cost-effctivet han all high schools electiont ests. The NAP
Grade6  testw as six timesa s cost-effecdvaes  the CEE-11+.
Managemt. The ornization of testinga  s in the MOECh as also been inlicin, although
recentc hangesin  structurem ayi mproveth is elemenot f efficncy. Internale stingp rogramsh aveb een
caried out in the NAP Unit and the EvaluationU nit (renamedt he Stuent A s Unit as of
September1 92) staffedb y three professionaslt aff (SEOo r EO), six semi-professionsatla ff and 53
clericals taff, withm anyo verlappingfu nctiona(ln otp rogram)r esponsibilitiesM. uchw orki s completed
muanuy. Data etry and analyis for large volumet ests (e.g. the CEE and the Grade 6 NAP) is
contractedo ut to privatef ims and the MOECl acksr esourcesn ecessaryto  checkq ualityb eyondt he
minimum involved in verificaion of data entry. Internally, most staff time is employedo n
a ativet asks associatedw itht est productiona, dminitrationa nd scoring;v irtualy no staff tme
is directedt owarda naldytitca skst o ensuret est reliabilitya nd validity,o r to policya nalyis utilizingt he
results of testingp rograms.
Testu Wy. At present,t estsa dmistred to studentsI n Jamaicaa re used for certificationan d selection
only. TheR OSEp rogram,w henf ollyI mplementedw, ille nablea ll childrent o freef low"i ntoa  junior
high schoolp rogram( i.e., grades 7-9). Th use of tests for selectiona t grade 6, dterfore, will be
gradualyp hasedo ut ande venualy eliminaed. At the samet ime,t he importancoef  testsf or monitoring
the effecdvenes of te educaton system as a whole will grow. Valid and reliable tests, and
supplementariyn formationw, illb e neededf or rapidp olicya nalysisa nd decisionm aking.
5 ilus as lagout,p rint aity, ofeis oft ent produc&nr ratoa. lewar dmnua dirtoWN,a td admiWao
s.prooeaid nw~geesiemc.r PwftIn tea M&-.
4 A plea in a bighs ehodp tugta.. or a pemluggVda. n a 18C SW or CXCm ubjeote a.
-62- Annex 
Page 3 of 3
Decisionso n Rationalizationo f the Exam Sytem
Exam Shot-term Medhun-teum Long-tem
CEE 11+ *Eliminatien  1996
*Reploa with NewG rade6 
AchevemTeendt 
CEET echnial *Phasut *EIliminate
NewG amd6e *D.velopd etoied oduce new test 1995 *Eiminiatsee lecon/
Achievement specificatonsfo r test for selecdon,p lacemenat nd plcenJt functon
developmen monitori_g of tet
*Publica wareness *Desip plant o eliminate
campaign selecion/p aeenat
_ __  _ _ _ __  _ _ __  _ __  _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ fun ctiono f tes
GNAT *Adeptf or ROSEG r. 9 *Pbaseo ut by shool *Eliminate
studenftos r 1994 beginn in 995S
New GradeN ine *Publica wanos *Phamien  by schools taring 41 plsoef or all
campaig by 1994 in 1995 Juior high
ODevelodpe tailedR PP for Permit out-of-school prgms competmer
test daveopment peso to sit certlying
*Contmctet t development c subtets (Engls
Mathb)e gning 199S
Jsc "Publica wareness Eliminatef urh sbjects *Eliminatie
campaignb y 1994 ted by HEART
BEliminaltoew -volume
sb-je sts  ands ubects
.; __________ testebdyH  ELART _
ssc OPubliacw areness "'Eliminatfeu rthers ubjects *Efiminatael i but
campaig by 1994 teed by HEART academics ubtests
*Eliminatleo w-volume
sujects ando bject tsted
byH EART
Vocational! "E11minasteu bjectsts bted *B nlintf thr slocs Eiminatee ntirely
TlchnicaElx am by HEART tetd by HEART
Convet to "WriteR PP for chnical stalln e equipnt and *AIlr eisfttio and
COMPuteas d tran persrel on hardwar reportIngd onev ia
regitai aed. "Devisep ln for conveion and softwar conpute
and 8poi__
ntrate NAPa nd Workw ith1 DBa ndU SAID eae alls ting
PEAPP IUsi nto to find m_ns to integrto opeato fully
StudenAt  t NAP, PEAPa nd Sudent
unit t
Annex 8
JAMAICA
Redbn of SocondaryE ducatonP rojec
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Wm_UNIO0mN S _1 I= 1 mm mm bab In
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-64_ 
-64- A==x 9Vane 1 of 3
The Reform of Secondary Education
(Project R.O.S.E.)
First Phase -Grades 7 - 9
WHAT IS THE REFORIMO F SECOCNDARYED UCATION?
The Reform is a rationalization that will lead to improvements In
secondary education for all students in Grades 7 - 9 (first phase)
and in the second phase, for students In grades 10 and 11.
WHY IS THE REFORM NEEDED?
1?y Access
The Reform is necessary because we need to educate all our
children at least to the end of Grade 9.
190 Quality
This education must be of higher quality than at present,
and it must be delivered In more efficient ways.
sP Equity
We must remove those disparities in the system which
deprive many of our children of access to quality education.
WHAT FORM WILL IT TAKE?
'80 Eveyy eara  numbeor fs choolws l bes electefdo rt hei ntroducioonf  tie new
cwrlculumIn.  somec ase, news choolws illb eb ullLin  otherc asesa, ftera  needs
assessmenbtu, ildingws illb ee xtendeadn d/  orr e-furbished.
IS Additionsacl hoolws hichd on otw ishto w ait o bes electedm, ayo ptt o becomae 
pan of the Reforma s Voluntr Schools.
4wO Participatinscgh oolws hh teacthe newc uiculumw illc iderb eA nlorH igh
Schoolosr  haveJ uniohr ighd epartments
OOVERNMBNT OP JAMAICA I WoRLD SA$K
R&fORIM OF SICONDARY EDUCATIO$ (R.O.S.E.)
-65- Annex 9
Page 2 of 3
4 Therew illb e one natonal curriculumf ora l1s tudentsi n grades7  - 9. It wil
eventualy be tauighitn  everyl dndo f secondazys chool.T he core curriculun will
consisto f sixs ubjects:
* LanguagAe rS Mathemadts * Science * SocialS tudies
with the new subjects:C areer Education and Resource&  Tecbnology.
'9J 'Thec ontento f thec urriculumw illb et hes amef or alls tudentst:h el earning
activities,h oweverw, illv ary,t o suitt heird ifferingle velso f abiity.
48/ RelevanItn structionmala terlalste, xtoks andH brArbyo oksw illb ea vailablefo r
students.
Ft Teacherws illb e urainetdo  teacht hen ewc urriculumb,o thI np re-servicaen dI n-
servicec ourses.
A newG rade9  Testw illb ep uti n place.I t willb e basedo n then ewc urTiculuman d
willm easures Ludentas"c hievement.
HOW LONG WILL IT TAKE?
Thef irstp haseo f ther eformw illr unf rom1 993-1998.
WHAT RESULTS ARE EXPECTED?
4t0 By e end of thefr s phes 50A1A es chools and7 2 Seconda Schoolsw ill
haveb enefitted(.T is figue w beh ighera, s schoolsv olunteetro j oin the
reorm.)
¶4° 5,400t eachersw ill haver eceivedt raining.
'a' 60,000s tudentsw illh aveb enefittefdr omt hen ewp rogramMTe.h eyw illh ave
axpeiencedth es amec uiculum andt e wiDble  a measurablIem provemeinnt 
literacyn. umeracyan do thers kdls.
1/ 'he Reforma imst o produces chool-leav whoc ang o on to furtherf ormal
educationo, r whoc an bet rainedo r employed.Atht ee ndo f Grade9 , studentsw ill
eithere ntera n uppers econdarGy rade1 0-11p rogrammele, aves choola nd go intoa 
non-formattr ainingp rogrammfei,n de mploymenotr  makea no pportunitfYo rs df-
employment.
ROVBR.uo ENT OF JAMAICA 
or I WORL ftIPoRm SANMS3coKPAttY UDUCAflOW (R.@.a.R.)
-66- Annex 4
. 1ag. 3 of 3
WHAT OTHER STRATEGIES HAVE BEEN CONSIDERED?
1M Maket presenst ystemm oree fficienbt y payingm orea tentiont o supervision.
lTs wouldn ot createm oreplaceso r reducei nequality.
4/ Providem oe highs choolp lacesb, yr e-classifyinmg oreS econdaryS choolsa s
ComprehensivHe igh SchoolsT. hAi s apart of he presents trategy,a nd will
condn.e -but this alonew ould& Wklle e ablosth alf of Jamaicas  Grades7 - 9
sadentsih  AUA ges choosT. a wouldn otg etr id of thei nequalitieasn d
inefficienciesin  the systenL
/* Putm oreH ighS choolso n thes hifts yseml  allowl argerc lassesi n HighS chools.
T* soludonw oulda Ltoa llowm ore cildren to havea  HighS choole ducationb, at
woulds dl leave alost halfoflanmaia's Crades7  - 9 studenti n ARA ge schools.
Thx wouldn ot get r-ido f the mequaldeasn di nefficiencieisnt he systenm
4y Impove the All AgeS chools7.7 Tsw ouldr eleveth em ostd isadvantagedg roupb ut
wouldn ot improveq ualityo refficdencyin  the otherschool.
'y Extendt hep rimarys choolt o Grade8 or Grade9 . Thisw ouldpartialya ddressth e
problkmo f access.
4$ Createa  JuniorH ighS choool r Deparmenitn  everys choolw hichh asG rade7  -9
studentsa nd offers the commonc ore curiculum. This strategy was selected
becausei s directly addresses aRl the problems iihereat in the system.
You at invitedt o send yourc ommentso n the proposedr eformt o-
TheP ermanenSt ecretry,
Milsty of Educadon
2, NadonaHl eroesC irce
P.O.Box4 98
Kingston
lese Marl your letter:
Attention: National Coordinator, Re-formo f $econdlar Education.
GOVERNSMENT oF JAMAICA I WORLD BANK
REPORM OP S3COVDARY EDUCATION (R.O.S.3.)
-67- Annex 10
Page I of S
JAMAICA
EalAatz of the Reformo f Sodar d
1. The Jamaican Reform of Secondary Education (ROSE) project is a multifaceteda nd
comprehensivper ogrm designedto  improveth e access,e quity,a nd qualityo f educationfo r all students
at gradess event o nine. Theu ltimatei ndicatorsf or programs uccess( e.g., studentm atriculationra tes
in upper secondarya nd vocationalp rograms,s tudents' successfulp erformancein  those programs,
students's uccessi n securinga nds ucceedingin  meaningfuwl ork placemes, etc.), however,c annotb e
measuredfo r fiveo r morey ears. In the meantimek, ey indicatorso r prerequisitebsm ownto  be associated
with the aboveo utcomesh ave been identifieda nd can be objectivelym easuredt o provide program
developeras nd decision-makewrsi thi nterimd atat o guwdaen y neededm odificationasn d futurep lanning
for the nationali mplementatiosnt ra. The proposedp rojectt hereforei ncludesa  subcomponentot 
cariy out an impat _evaatsi tudy which is designedt o providef or the ongoingc ollectiona nd
analysiso f objecfived ata, bothf ormativea nd summaive,t o determineh oww ell the reformi s meetng
its goalso f improvingth e access,e quity,a nd qualityo f educationapl rogramsa t grades7 -9. Thec entral
issue whicht his studya ddressesis  whethert he moneya nd effort expendedo n the reforms ignificantly
improvea ccess,e quity,a nd qualiy of educationfo r studentsa t grades7 -9, especiallyth osef romA llA ge
Scool populations.
2. Evaluationa nd monitoringd ata must be collectedo n a regularb asisa t all participatings ites
dur-ig the first five-yearp haseo f the reform. A carelly deigned impacte valuationst udyb asedo n a
ve sampleo f projecta nd comparisonsc hoolsw ill also examineth e instructionapl rogrami n
greaer deil (mcluding,t eher instructionaml ethods, studentb ehaviorsa nd interactions,l esson
content). The data will permitd ocumenton of the similaritiesa nd differencesin  outcomesa mong
project,v oluntary,a nd theirm saWec omparisonsi tes. Data collectedw illi ncludeb aselinea nd annual
ngesm easuredin  schoolc ontextsp, rogrami nputs,i mplementationprocessaens,d p roducts( outcomes
for students,t eachersa nd community).I n additionto  qua-itativ outcomesq, ualitatived ata will also
be collectedt hroughs anrdid observations,i nterviews,a nd surveyst o documentt he program's impact
as perceivedb y students,t eachers,a dministratorsp,a rents,a nd communityT. hei mpacte valuationd ata,
smmaizd on an annualb asis,w ille nablep rogramd eveloperst, eachert rainers,a nd policy-makertso 
reviewa nd reviset he programc omponenso n an objectiveb asis.
3. EvaluatonD ei. As the currcula reformm ovesf rom the pilot stage (WorldB ankI ) to
broader nationali mplementtion,a  rigorousa nd stuctured evaluationd esign is necessay to provide
crediblee videnceo f the program'ss trengthsa nd weaknesses.T e evaluationd esignc an provideb oth
baselinea nd comparisond atat hat willp ermita  carefula ssessmnto f the overalli mpacto f R.O.S.E. and
identifyw hichv ariablesa cross sites are most frequenty or most stongly associatedw ith significan
incre in sudet learninga nd changesi n teacherb ehaviors.
4. The designr equiresd ata collectiona t projects choolsa nd at comparisons choolsm atchedt o a
repres ive sampleo f projecta d voluntarys choolp arcipan. Ie data willb e collectedu singf our
inter-reed approachesw, hicht akent oger will providea  comprehewsivpeic tureo f the scopea nd
deptho f the program'si mpact. lhe four approachews il permita n evaluationth at covers the context,
inputs,p rocesses,a nd productso f the reforma nd permit comparisona mongd ifferents choolt ypesa nd
to non-projeas iteso ver time. Ihe four maind ata sets are:
-68- Annex1 0
Page 2 of 5
(a) Ine damt o domen the preproject contex at all project and comparison sites,
Includingb ackground data on school trends ( years, where possible) in attendance,
percet pass rates on standarded ems, estmated proportions of non-, low, average,
and advancedr eaders, etc.). Baselined ata wll also be importantf or matching pottial
compais sites to project sites.
(b) Pre- ad of studentl earningi n six contenta reas. Annua Septembera nd May
tests at each grade level, 7-9, will be adminstred using project-developedi nstume
untl new Grade 9 and 6 achvem tests area vaflable.
(c) Suc of lessons by a trained independentt eam of observe using
standardized forms wDllb e conducted in a sample of project and comparison stes.
Classesw ill be observedo n a pre-project and annua basis. Observationsw ill documen
2-3 consecutivel essons In each content area, noting istuctional methods and styles,
conten, teacher-studeint eractions,s tudentb ehaviors,e tc. Intrviews with teachersa nd
principas will also be conducted.
(d) Swc stdies ll be contracted to addresss pecial questionso r unique situationsn ot
flly addressedb y the impacts tdy. Over the 5-year duraton of the project, issues wil
aso undubtedly arise in areas not anticipateda t this fime. A special study component
wi permike ambiaon of such issues.
S. gf Poica an Conalm Schoolsf or AltAhlonuhg h all project schoolss hould
be monitored, it is not ncesary nor finan y prudent to cry out the same level of evaluationa t al
project sites. For the purposeso f this impact evaluaion it is desirablet o include only project schools
fom th piot years and first three project years. Ihe sample should include schools r n of
the varietyo f secondarys choolsin  the countryt ha are epected to use the commonc orec uriculum( i.e.,
All Age, New Secondary, Comprehensive,a nd High School). The sample should rpreset the varity
of schools by enrollment size and seting (i.e., urban, ural and remote).
6. The following table shows the planned phase-in of all project and voluntary sites and the Impact
evauaion sample of project, voluntary, and compaison sites.
_______ Pflots Year 1 Year 2 Year 3 Yar 4 Year S Total
Total Project 11 22 11 10 16 13 83
Voluntay - 5+ 5+ 5+ q-+ 5+ 25+
Project 4 S 6 5 - 20
Sample
Vol-uny - - 2 1 3
Sample . -
Comparison 5 8 6 19
-69- Annex1 0
Page3  of 5
7. The participationr ates by voluntary schools (assumedt o be mosly high schools) are estimated
and reflect the lowestc onse¢vativpe rojectionsb y the MOEC. There may need to be minor re-
adjustment in the fina distibution of sites, but the basic framework above reflects the recommended
scopef or the in-depthi mpacts tudy.
8. Each year's cohorto f projects choolsI s expectedt o begin the projectw ithid ifferentl evelso f
programi nputsd ue to the schedulef or the provisiono f the differentl evelso f textbooks( Foundation
Levels 1 and 2 by year 2, and Normativea nd EnrichedL evelsb y year 3) and completiond ates for
constructiono r otherb uildingi mprovementsT. hus, it is Importantto  carefullyd ocumenbt aselinea nd
aanual changesi n contexts,i nputs,p rocesses,a nd products. Over the three and four year periodo f
participation(e speciallyfo r the init projects ites), a successfupl rojects houldy ieldc onsistenttr ends
despited iffeirencsa mongt he phasin of inputsf or eah successivceo hort.
9. Since pilot sites wfll have been operational for one to two years before the reform, it is too late
to idnify appropriatec omparisons ites. Nonethelessi,t  is recommendetdh at a sampleo f pilot sites
participatei n the observationtso  providep reliminaryd ata on expecteda nd unexpectedo utcomesa nd
pott barrierst o successfui mplemenion.
SlW Studies. Specials tudiesw illb e conductedto  addresss pecifice mergingi ssuest hat may
not be fully addressedin  the impacts tudy. Somep otentdatlo picst o be consideredin clude:
- ethographicc ases tudya t two or ihresec hoolst o moref ullyd ocumenat nde xamineth e stages
of the new curriculumim plementaion;
- issueso f educationarle fbrmi n small, isolatedA ll Age schoolst hroughd istancee ducation;
- programc haNccs or strategis that haveh ad positivei mpacto n studelt attendance;
- redativceo st-ffectns of selectedi nputs;
- impacto f the projectf or speci populationsu ch as speciale ducation.
10. In= -Evaluant InaMM. The impacte valuationis  designedt o measurec hangesi n the
conext and inputs at schools,g rowthi n studentl earning, and changesi n instuctionalc ontenta nd
methodology. All three instruments(a eine nvemty, prelpost tests and observationsw) ould be
adminte at projecta nd compaisons choolsi dentifiedin  the precedingd esign. In additionb, ecause
of their low cost, relive to te observationst,e  inventorya nd pre/post-testcs an be collectedf or al
othr projects itesa t least throu yea four.
A. Budim Data Invey
I1 1. A standadizedi nventoy checklists erves severa purposes:T o detmine baseine
conditionsa t projecta nd comparon schools;t o providea  data basef or planninga nd seting targetso r
minimm stadards; and whenr e-dministeredi n subsequenyt ears, as a barometeor f change. To the
extentp ossibled uplicationo f data collections houldb e minimizeds, uch that a commond ata base be
eslid to permita ccesst o the daa thrugh an MISd atabase.
-70- Annex 10
Page4  of 5
12. neiont. Developmenetn tails a review of existingf orms from variouss ources( e.g.,
curriculum depatal surveys, the Survey of Livg Conditions, school mapping project).
Modificaiono f existn forms,o r developmenotf  a new compositein struments, houldb e field tested.
The insument shouldb e objectivea nd allowf or evenal MISd atae ntry. Appropriatiet emsf romt he
educationals upport materials list developedb y a the curricum unit also need to be incorporaed.
13. Adniaio. For the purposeso f the evaluationth e inventorys houldb e admistered prior
to projecti nvolvemenatn d againd uringy ear 4 of the project. The inventorys houldn ot requirem ore
thano ne day on-sitet o administebr y a regionalo r othere ducaionalo fficerw hoh as beent rainedo n its
use. A one-dayt rainings essions houldb e conductedo ncea  yearp rior to January.
B. Isnhitg
14. TheW orldB ankI V projectd evelopedp reJpust-tesftso r the grades evenc urriculumin  sixs ubject
aeas (languagea rts,m athematics,o cials tudiess, cience,r eoue & technologya, ndc areere ducation).
Ptrelpost-teisnt stumentsf or grades8  and 9 shoulda lso be developeda s the curriculumfo r thoseg rdes
is completed.T he win-houseg"r ade7  testsc learlyv ary in psychometriqcu alitya nd couldb e improved
withs omet echnicaal ssistanceU. ltimatelyt,h eys houldb e expectedto  have a fairlyh ighi ntrinsicl evel
of conte validitys incew illh ave beend evelopedb y the samec uriculum officersw hoa re developing
the curriculum.
15. The examr aionalizationc omponenits  developinga new grade9  examw hichs houldb e ready
for pilot use duringt he third or fourthy ear of the reform. Achievemendti herenceso n the new grade
9 test by projecta nd comparisosnt udentsw illu ltimay be an importanitn dicatoro f the impacto f the
reformo n sudent learning.I n the meantimei,t  is difficulto  justifye xtensiv cxpndiures on deveoping
new ntuments. lherefore,g rade-specifipcr e/postt ts developedb y the curic m wouldb e the best
iterim indicatoro f stdent learning. Existig istru shouldb e revieweda nd revisedw ith the
assstanceo f a localc onsultat who is an experiencepds ychometrician.
16. . The tests should continuet o be administeredu nder the supersion of an
educationo fficera t allp rojecta nd comparisonsi tese achS eember and May. Thee valuationst affw ill
needt o inservicer egionalo fficers. Students houldb e randomlya ssipW to tae twoo f the six subject
area tests (onlyo ne at schoolsw itbm ore than two streams). At post-test he studentss houldt ae the
same subjecta rea tests at they tookf or a pre-teso
C. Stred
17. Purose. To measue Instructionala nd learning environmenct hanges based on objective
standarded instments and procedures. Comparisons ies would be evaluatedu sing same the
observationinumean and schedules.O bseration periodsc onsisto f ree or at leat two consecutive
days or presentationso f a teacher's lessons in each curicula area. This provides teachers a grater
opportunityto  demonstratteh eir breadft and deptho f teang, and their abilityt o follow-througwh ith
lessons. Observatiouosf  at least two consecaudvlees sonsa lso reducest he likelihoodo f observingo nly
the very best or very worst lessons by teacher. Separateo bservationsa re recorded all six main subjects.
Career Educationi s observeda nd evaluatedw ithint he contexto f each of the other five subjects.
-71- Annex1 0
Page 5 of 5
Photographidc ocumentatioonf  the schoola nd classoomc ontexts houlda lso be done on a pre-project
and annualb asis.
18. Develp . An extern consultansth ouldb e contacted to work withR .O.S.E.c urriculum
stafft o developa  standardizedo bjectiveo bservationis ument. In order to collectp re-projecdt ata at
an initials et of 10 sitesb etweenM archa nd May 1993,i nstrumendte velopmenatn dt rainings houldb egin
by January1 993.
19. TIanjng. A teamo f 648o bseverss houldb e identifieda ndc ontracteda s localc onsultantbsy  the
end of January,1 993.I he typeso f peoplea ppropriatfeo r thet eami ncludet eachers( onl eaveo r redred),
staff and/ora dvanceds tudentsa t teachert rainingc olleges,g raduates tudents
at UWI.T heset eamm embersw ouldb e furthers upportedin  traning by sixc urriculumo r othere ducation
officers. All teamm embersw ouldp articipatein  a one-weektr ainings essionc oordinatedb y the exten
consultant. Each observeri s responsible iter for at least two curriculuma reas (excludingc areer
educationw hichs houldb e infusedi nto the other curriculara reas)o r for one curriculara rea and for
interviewinagn dr ecordingin formationo n the overalls chool-widIem pact.E achy eart he trainingw ould
be repeated. Begining in 1993-94th reet eamso f six observers( 18 people)w illb e neededt o covera ll
sites.
20. Admsn. A team of trainedo bserversr ecordso bjecdveo bservationosf  actuall essons
(includingc ontent,m ethods,s udent involvements,t udentteacer interactione, tc.); collecti nformation
on sitec onditionas nd leaning enviroment; and conductb rief interviewsw itht eachers,a dminisrors,
and other stakeholders.T he observationws ouldr epeateda nnuallyd uringt he samep eriod. To address
issueso f reliabiLtyo f _v each lessonw ouldb e observedb y a pair of obsers. Thus,5 -6
people wouldb e neededp er site. All subjecta reas may not be taughta very day, so separatet eam
members chedulesm ay be neededf or eachs ite.
D. Data A ls 1:dg.
21. The datac ollectedw ith all ftree of the abovei uments, includinga endance data, willn eed
to be enteredi nto a conmutized database. Sudent responsest o test itemss houlda lso be key entered
and scoredb y computer. Descriptivea nd analyticals ummariesc an be generated. Evenotualwy ith a
sufficit datab asea ftert he first fivey ears,o utoomem  ues can be analyzeda s a functiono f various
configutationso f school inputs and changesi n inputs. Infeetil tests of significances hould be
conductedt o measurep roject-comparisognr oup diffrences. Reportsd escribingt he deveopmeat,
adminision, and anmuarle sultsf or each set of insuments will be requiredo n an annualb asis. The
reportss houldb e preparedb y each Septembear nd be presenteda t the annualr eviewc onferencoe n the
project.
-72- Annex1 1
Pagel  of 5
JAMAICA
Reformo f SecondarEyd ucatioPnr oject
I. TheS ociaPl olicyA nayis Componernetn ts a balced approactho  improvseo cil
polic anaysis capacity in the HRDP Byst. ITh proposa has fou places of intarvention:
1 It establishesa  Sodal Poicy AnalysisU nit at PIOI to build stuonal linkages,d ismint
infomton, od aing, cany out ihouse aalysis, and conact additionarle searcha  needed;
ii) the UIe mnkNs of Health,E ducaion,a nd Labour,W elfre and Sportw il participatIen  the
defnitiono f a programo f sociapl olicyr eseach,b enefiftr omp oliy-makearn dS tafsf eMins to upgrado
thi respective policy andysiB skills, and the Ministry of Labour, Welfare and Sport will bnefit ftom
n aement of Is sociapl olicya nalysics apacityan dn eedsa nda  smalla dditionaalm ounot f technical
ssstance for capaciq upgrading;
ii at theU niversiyo f the Wt Indes, faculty-upgradincgo ursesw ill be offeredi n policya nalysis
methodsc, urriculumw illu pgradedi n Similarg raduatec oursest o be taughtp ennanendy,f ellowshipisn 
policya naysi will be ofeed, anda  progrm of socialp olicyr arch eated jointlyb etween
goveent andt heu nivrst willb e caiet out;a M.a  DataB asew illb e establisheadt theI nstite of
Sociaa ndE conomiRc esearc(hI SER)a; nd
iv) supporfto r SrATIN'sS urveyo f Lving Conditionps rogrm willb e included.
2. lmu. Jamaicafs  a veryol  a seto f sociapl clicyq uestos. IT extoesve
coverg of itss ociasl vies meansth a thea gendha asm oveodn  fromt hea nalyticalslyim plepr roblems
of buildingsc h andd idicst o the analyticallmy orec omple iss of howt o improvtee ir quaity
and efficiencyin  an eremey tght fl situation T ernmet's umbrdlins ocialp olicyv ehicle,
he Human Reources Development Program (HRDP), iude actions to reform lower secondary
educationi,c e costr ecoveryin  halb ande ducationin, creaseth ep rate sectorp rovisioonf  social
sevies, im managemeenftf iciencyd,e centraiea uority, andi mprovet  targetngo f welfare
progrms. All of the e diffict rfoms tat sod benefitf rom quant itativ of te costs
andb eneitso f diff t options.
3. The ancies involvedi n the HRDPs ocialp olicy refrms have little or no inhous
capacityto  cary outo r managseo undp olicys tudiesto  hirm theird ecisionsF. undsf or suchs tdies
are fnd in an adh ocm anmeo, ftenf rome x ay finced projects.T hesea reu suallyti edt o larg
studiesd eined yes i advamna nd seving onlyt he projectsn' arrowi neests andc ard out by
(fiqently foreign). Specificd ecisionsa re Inormed, with th ad hoc wAdiesb, ut te
undlyin deficdes in thec apacy to ientify, manageo r performp olicys udies are not rmed
and e is Litef lbility to spondt o new policyp riorites. rermore,t he lack of gve
Inputi n defininga d suevisig the sudiesf reuenty lowerst heirr eevance,t he ministries't akei n
m a_ eandy, , hdr im[NM
81
ON~ ~ 4I 
It A
inI'
lii ~1tI1iiiCjS
-74- Annex 11
Page3  of 5
w) Researcha nd Analysis. The Unitw ouldp erformw utine analysiso f the IBMSa nd SLC data,
coordinate effbrts to enhanc their quality and timiness, identify other data of relevance,
indudingf inanca data and integatet hem wihit he other sources.
v) Contact AdditionaRl eseach a Needed. The Unitw illw orkw itht he line ministrietso  develop
tems of referencef or stdies to be cowtracteodu t, providec ounterparstt afft o the contactos,
and providec ounterparttso  the UWI-executeadg endao f research.
7. LineM iidries. Thel inem inistriesw illp articipatien  the networka ctivitiesc oordinated
by the HRDP SocialP olicyD evelopmenUt nit. Asidef romt heir voice in settingt he agendao f social
policya nalysis,l inkageo f technicasl taffi n the line m4' tries willa lso benefitf romt hree activities:
i) In-service in researchm ethodologya nd socialp olicya nalysisf or reearch staffi n the
respectivein formationo r researchu nitso f the ministries;
ii) Policy-makers eminarst o enhance the capacityo f socia sector managerst o frme policy
questionsa nd integratere sultso f policya nalysisi ntot heir decision-making;
iii) Tnil assistancteo  MLWSt o assessi ts capacityf orp olicya naysisa ndt o recommendo ptions
for how to improvei t needsa nd begint o implemenrte commendaons.
8. Universityo f the WestI ndies. The projectw ill supportf ive activities:
i) Paut Urding. In-countryc ourses will be sponsoredi n advancedq uanttativem ethods
suitablef or socialp olicya nalysisi n order to upgradef acultys kills. The first two of the six
ideified coursesew ill be taughtb y local staff. Pour coursesw ill be providedb y staff of an
ovseas universityu ndera  singlet echnicala ssistancpe ackage.
hi) igriclum.R neo=. he visitings cholarsw ill assist local facultyi n developingn ew
courseso r in upgradig existg curses to includet he eementst aughti n the facultyu pgrding
courses.
ill) Grauate Fellowsl . Graduatef elowshipsw il be providedt o stude with a co on
in reseach methodologayn d socialp olicya nalysis.M mfhe llowshipst ude wil be pectedt o
taket he methodsc oursest hat wil benefitf romc urculum developmenbt,u t wil received egrees
from their respectived isciplinaryp rograms.
iv) Tnh e  projectw ills upporta  pipeine of researcho n HRDPt opics,t o be manged by the
SocialP olicyA nalysisU niti n PIOJ. Variousf acutiesa nd the Institut for Sociala nd Eoonomic
Research( ISER)w illb e involvedi n carying out the research
'As Fp_* Iid emtfd4 do sit couXBe8a ue in_aductozy e Aisdos, voqmw appiadons, t-omb diud5
mudvnda bAtesoUz sosid poby _ayb loch_qe. and mwv.y deeig.
-75. Annex1 1
Page4  of 5
v) IS Dat Bak A Data Bonkw ill be establisheda t ISERf or the use of resrchers engaged
in e HRDPr esearcha gendaa s well as the facultya nd studenu involvedi n the first and
ubsequento ffinags of upgradedc ourses. A networko f hardware,s upportings oftwarea nd
supplies,a nd a progrmmer are to I;e supportedb y the project.
9. Surveyo f Lii Conditions. Supportf or STATIN'si mplematon of the Surveyo f
Living Conditions( SLC)w ill be provided. A smallu nit of staff (1 programmer2,  statsdcians, 1
stasical a nt) dedicatedt o the SLC should alleviatep ast problemsw ith poor timelinessa nd
imperectionsi n quality. Theb ulko f the workw il stil relyo n STATINsg enerali nstituonal capacity,
but the key managet and analysisd ecisionsw ill be concentratedin  a unit responsibleo nly for the
SLC. The incremenl cost of the surveyf ield work, printg, etc. willb e supported.
10. SuainahUky.T he needf or socialp olicya nalysisi s contmuab ut the project,o f course,
is for a definedl ife. It should,h owever,g eneratea  sustainableim pactd ue to severalo f its design
feahtres. First,t he training( fculty semis, curriculumd velopment,p olicy-makesre minarsa, nd line
minstry staff-pgrading)w illb uildc apacityth at shouldh avea  lifea fter the project. The recurrenct ost
of the HRDP Social Policy DevelopmentU nit in PIOJ and the SLC Unit in STATIN will be absorbed
by OOJg rdually overt he life of the projects o thatOteyc an be supporteda terwards. The mechaisms
for insitution likge willn ot requirea dditionafli nancing.
I1. Moable Idicator. The ultimateg oal of the SocialP olicyA nalysisC ompone is
to improves ocia policyd ecisionsb y improvingth e empiricala nalysist hat informst hm Jamaica's
socials ectorb udgetr unso n the ordero f US$400m illionp er year. If the socialp olicya nalysisg eneraed
undert he projectc an lead to improvemednins  the efficiencyo f thosef unds,i t willh aveb eenj ustified.
This is, admitedly, a intangibleim pactt t defis meaurement The monitorablien dicatorss howni n
Annex1 7 are thereforep rocess indicatorsT. hey can showw hethera nalysisi s geneaed and courses
offered at UWI, but not their quaity or impact The mid-termr eview will includea  qualitative
assessmenot f whetherp olicy-makerhs ave deemedt he studiest imelya nd useful and of the studies
technic quWity.
46.- Annex 1I1
Page 5 of 5
HRDPS ECRETARIAT
Secrearit Director
|MPnitoringU nit a
ProgramM anager PolicyD evelopmenMt anager
FinanciaMl anager Socio-EconomiAc nalyst
Accountant Socio-EconomiAc nalyst
EducationP lanner SLC/IBMSC oordinator
HealthP lanner Programmer
RetonoJf  SeewaSuErdyu eatlParno Ject
Project CostS uMsry
JiS 
, _................ USS ........................... X TotalX Foeign 
Local aseForefgn Total Local Foreign Total Exchae Costs
A 1S. CXondary 3m3R3o1ft0S. 3 
2. 6245.2 OSE Tr.inls9 41555.5 1648.3 111S27.0 358.S 1806.8 133. 
3. 1116640.8 
19.8 5.5
Ed. SlupootM aterIats 4849.0 S.8 10121.7 4854.8 
4. Textbooks 38409.1 
0.1 
48530.8 14.8
6742.1 40.1 1670.0 19240.7 2110.0 79.1 6.4
S. infrastructure 2S962.7 293.1 227822 836.6 
6. 135524.8 
1129.? 
Secondry 363547.0 
74.1 
Strategy 9905.3 2S300.0 5892.4 
3.5
lppr 15797.7 0.0 25300.0 37.3 1100.0 48.30.0 1100.0 
.......... _.. ............................. 0.0 3.4........... 
Sub-Totat ............ .................. ....................414823.42 01553.4 
S .El. 416376.8 a #int. Strengthen. 16035.8 6743.2 26799.0 32.7 61.9
1. ExamR attlonaliatlon 6076.1 
2. RCSE 1222.8 umbgsmnt 18#8.9 17662.7 264.2 6010.6 534.5 23673.3 798.6 
3. PuilcI f. 767.9 
66.9 
renessC asIgF 261.3 
2.4
n 1029.3 S514.3 25.4 0.0 
4. 5514.3 
3.1
ON bivatfin 239.8 0.0 239.8 689S.3 
S. 3361.9 
0.0 0.7
RCSE 122M8.2 _ha1 1P repratlon 388.1 6900.0 14.2 534.3 0.0 6900.0 27.4 300.0 1.6
.....,..................... . ............. .. 0.0 300.0 0.0 , .................... 0.9
Str-Total .......... .................... 45079.3 
C 21665.3 .Sc¢lal Policy 66744.7 Analysis 1960.0 942.0 2901.9 32.5 8.9
1. Policy Lalysis IMit 31S20.2 
2. 4770.2 36290.4 of Vest 1370.4 nc7  207.4 Indfsersty 7040.3 15W.8 9631.2 13.1 16671.5 4.8
3. Lin. NIndtes 306.1 lh*mg. 418.7 724.8 1459.0 57.8 2.2
4. 1426.0 8tATO 308S.0 n.1 7898.7 62.0 134.1 5333.2 13ZS2.0 4.2 343.4 0.4 232.7 576.2 40.4 1.8 --
Sub-total 48118.2 21180.7 6998.9 2092.1 920.9 3013.0 30.6 9.2
Total 8ASELIE* C OStS 5020.9 
Phystcal 244399.5 52420.4 Contingenciles 22087.9 10626.1 20262.1 32713.9 14333.0 32.5 34595.1 100.0
Prfce Contingencies 881.0 623.2 1504.1 131781.7 41.4 18118.7 149900.4 4.65729.6 787.8 6517.4 12.1 19.9
Tcol PROJECtCSO STS 6"0064.6 93691S.8 2738689581..52  12037.0 40735.5 29.5 124.5
~~~~~~~~~~~................................... 
matueSsc aledb y 1000.0- ......mj1/19931 7s39
Jssaca
Reformo f SecondarEyd ucationP roject
Projects Ccqowentbs y YTor
Totals including Contingencies Totals IncludingC ontingencies
in USS
93194 94/95 95/96 96/97 97/98 Totat 93/94 94/95 95/96 96197 97/98 Totat
A. SecondarRy efomS upport
1. CamioCn uriculum 7125.5 7941.7 
2. 15907.2 Rn0ET raining 13066.3 8194.3 35459.8 52235.0 19071.2 309.8 
3. 31748.6 
345.3 691.6 
Ed.S upporMt aterials 28357.0 29737.6 
568.1 
14959.8 144374.2 
356.3 2271.1
10775.5 tS41.7 
4. Testbooks 15425.3 
829.2 
9039.1 1380.4 sm.s 1232.9 
1436.8 55975.2 
129M.9 6277.1
10609.8 650.4 7563.3 468.5 
Infrastructure 7803.1 
670.7 
2561.7 393.0 30054.7 251.1 2433.7S. 117058.2 62.5 126342.0 46t.3 1 30877.0 328.8 6. Uwer Secondary 65471.6 
342.7 111.4 
Strategy 15879.9 247n.5 45S628.6 
1306.7
27m7.2 5089.5 8946.7 9394.0 5493.1 9863.8 5690.3 334S4.3 2846.6 690.4 19109.9
,............................................. 107.5 120.7 389.0 408.4 ....................... 428.9 1454.5
Sib-Total ....... ............. ......... 178512.6 ................. M517.4 210468.2 .............................133211.1 72012.7m 722.0 7761.4 M8.1 9150.8 S791.8 3131.0 33553.1
I. vsta. 6 11nt. Strengthen.
I. ESf RatS. t zatihen 9309.3 1660.3 
2. ROSE 2035.3 _anagmet 5406.3 2561.3 20972.? 8231.7 6199.4 404.8 4598.3 72.2 88.S 23S.1 111.4 911.9
3. P"lic 4826.6 sar s566.2 C{aa 28922.1 1S08.3 357.9 946.9 269.5 13S9.3 199.9 209.9 4. ROSEv aluctien 1635.3 1540.4 
220.3 1257.5
2514.8 6990.2 3049.2 65.6 3580.5 41.2 3546.3 59.1 5. ROSEh ase 2561.4 
71.1 
15252.2 67.0 II Preparmaton 109.3 
303.9
0.0 132.6 0.0 0.0 155.7 4697.0 154.2 4931.9 111.4 9628.9 663.1...................... 0.0 ....................................... 0.0 0.0 204.2 214.4 ...... 418.6SubTotal ,,........... ...................... 21564.2 ... .... ... 11855.8 ..........11573.4 20111.5 16661.2 81766.1 937.6 S15.5 503.2 874.4 724.4 3555.0
C. soclal PotficyA nalyils
1. Polley AnalysisU int 8266.8 9102.6 
2. Uhfvesity 9037.S of Vast 9483.0 Indies 9544.3 7856.6 45434.3 S661.8 3S9.4 1744.0 395.8 1692.9 392.9 3. Line NlirsIstrles 1775.5 
412.3 
Lnkage 1873.8 
415.0 
1501.0 341.6 
1975.4
246.2 ?5.8 
4. 1125.1 STAtIN 0.0 0.0 878.1 
73.6 
3504.2 77.2 814.43611.6 4026.? 2691.1 65.3 2757.9 48.9 2671.1 0.0 15758.5 0.0 38.2 152.4
......................................................................................... 157.0 175.1 117.0 119.9 ....... 116.1 
SuTotal ........ 
685.2
.............................................................
21236.1 19916.2 13472.6 13933.9 4469.0 83427.7 923.3 865.9 585.8 605.8 646.S 327.3
....................................... ............................... 
Total .............................................................PROJECCTOSS TS 221313.02 09289.S2 35514.11 67256.41 03542.99 36915.8 9622.3 9099.5 10239.7 7272.0 4S01.9 40735.S
ValsesS caledb y 1000.01 /21/1993 17:39
£
Janice
Reform of EUdiaeLtiendnr y ProJect
tots Isuludiw cttswmsls Totals tlnttuL6n Contingencies
.,. ......................................... .......... .............. --------------- ----........ * 
9/94 9 95 7 Ttl 9/94 94/95 95/96 96/9? 97M96 Tot.
t. in"IHEST/EM OsR
....................
A. T fnlr5Jck Cep
1. Owrues 2418.0 1171.4 1322.5 702.7 512.0 6126.6 105.1 50.9 57.5 30.6 22.3 266.4
2. Local 8433.3 15694.8 8397.7 24338.3 25370.8 9724.9 366.7 662.4 1017.3 1058.2 1103.1 4227.6
SubrTotal 10O51.3 1666.2 24720.2 2S041.0 2s882.8 103361.5 471.8 733.3 1074.8 1088.7 1125.3 4494.0
B. Fwnlture 8943.2 9195.7 13300.9 8276.0 842.5 40561.3 388.8 399.9 578.3 359.8 36.6 1763.5
C. EqwIg.bnt 18678.3 10948.7 12796.5 7267.3 3571.9 s3262.8 812.1 476.0 556.4 316.0 1SS.3 2315.8
0. Vbclel,s 570.4 0.0 0.0 0.0 0.0 570.4 24.8 0.0 0.0 0.0 0.0 24.0
E. Reecurc Nmttats 1896.0 2611.9 56.8 6435.5 1506.6 17886.8 82.5 113.6 236.4 279.8 65.4 77.7
F. Boos 1116.8 4897.3 65.0 6859.4 1940.1 21384.5 48.6 212.9 285.7 29.2 84.4 929.8
1. no Censtruc. Ctr. Sd. 0.0 234.3 64886.8 0.0 0.0 8921.2 0.0 1060.2 2521.2 0.0 0.0 3881.4
2. ExteAVefrb. Ctr . Sb. 85113.6 773m.6 217U.9 3201.2 0.0 221622.3 3613.6 3379.6 1250.6 1391.9 0.0 9635.8
3. Befurwbisun Suecnd.Sch. 8984.5 0.0 0.0 0.0 0.0 898S.5 390.6 0.0 0.0 0.0 0.0 390.6
4. fufb. All Age _hools 0.0 0.0 11153.6 11659.1 0.0 22812.7 0.0 0.0 484.9 506.9 0.0 991.9
S. PhysIcalt UWa 133.1 0.0 0.0 0.0 0.0 133.1 S.8 0.0 0.0 0.0 0.0 5.8
lab-Total 9m1.2 102116.0 104.4 3672.3 0.0 342823.9 4010.1 4439,8 4556.7 1898.8 0.0 14905.4
a. lehnfil Assistance
1. Local CWWultant 52101.1 28922.9 27661.4 17151.5 14930.7 140767.6 2265.3 1257.5 1202.7 745.7 649.2 6120.3
2. jpatifate Cnsltant 19053.0 7058.5 1058.0 434.9 1219.0 33433.5 828.4 341.7 46.0 184.6 53.0 1453.6 '0
.;..................................................... ............ ................................................. I
lab-tal 71154.2 36781.4 28719.4 21396.4 16149.8 174201.1 3093.7 1599.2 1248.7 930.3 702.2 7574.0
1. StuIes 3m8. S554.S 349.4 8329.4 8745.9 29797.9 161.2 241.5 150.4 362.1 380.3 1295.6
J. PItot Progre 0.0 0.0 8946.7 9394.0 9863.8 28204.5 0.0 0.0 369.0 408.4 428.9 1226.3
K. Adsinistratflv Supprt 107.5 120.7 129.7 0.0 0.0 357.9 4.7 5.2 5.6 0.0 0.0 15.6
Total INWITEIITt OSJS 209259.6 189095.3 208.0 U367t.4 66501.2 812412.6 9098.2 8221.5 9082.0 392.2 2978.3 35322.3
It. RidT0g1
...................
A. eration & Mlatwace
1. EqalS.nt 645.9 869.6 96.3 102.8 1112.1 453.7 28.1 37.8 42.8 4S.3 48.4 202.3
2. OffIceS sptl1eUtilties 5W33.0 2817.5 3094.2 2607.4 2067.4 13099. 110.1 122.5 134.5 113.4 89.0 569.3
3. 9ultdinp 0.0 2999.4 S287.9 8528.3 12544.8 29560.3 0.0 t30.4 229.9 370.8 545.4 1276.5
4. Vehicles 119.1 131.9 140.7 14.4 154.5 693.6 5.2 5.7 6.1 6.4 6.7 30.2
SubTotal 3298.0 6818.3 9506.1 12326.0 11538.7 47807.1 143.4 296.4 413.3 535.9 689.5 2078.6 
S. Canmicatlons/Tre.uport 890.5 1464.5 2053.5 1940.0 1741.S 8089.9 38.7 63.7 89.3 84.3 75.7 351.7
C. Incrmantal Staff 5264.5 8098.6 10819.7 11750.6 12512.0 48445.3 228.9 332.1 470.4 510.9 544.0 2106.3
0. Brent 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0
E. MaterIts 113.4 1997.9 2236.6 2422.7 2625.3 10595.8 57.1 86.9 97.2 105.3 114.1 460.7
F. SIC Field Cests 1087.9 1222.0 1312.2 1377.8 1446.7 646.6 47.3 53.1 57.1 59.9 62.9 280.3
6. Contract Staf 0.0 366.4 487.0 346.0 627.1 2046.5 0.0 16.8 21.2 23.7 27.3 89.0
N. Softro Leas 199.1 206.5 214.1 222.0 230.3 1072.0 8.7 9.0 9.3 9.7 10.0 46.6
T*atalR IfRIT COSTS 12053.4 20194.1 2629.1 30585.0 3541.6 124S03.3 524.1 878.0 1157.8 1329.8 1523.5 5413.2
Totl PROJECTO STS 221313.0 2092W.5 8554.1 167256.4 103542.9 936915. 922.3 9099.5 1089.7 7272.0 4501.9 40ns.5
u Saedby 0......1.. ...............1..7..:.3..9.........................................................................................0 
Jeemmic
Reformo f Seoduy lEtten Project
SksmoAryc oambuy  Projectc aspmnent
Ed. 
CO O IC Sft ncSrrt E 36 lts AaWu Uhfw e lt ttROl Titotbooe ROSE Inkf rastr v IO * TrelmIfig Itlomt 
Ps St 
_um.u 
istur a 
Ml ty of
U Srategy Ealuatf S iztIen Prtp AnalysTs at cpi weton ian IndItie s
1. _w csm
....................
A. tranlW/btebap
1. Oversees 2599.0 0.0 0.0 
2. Local 14.0 0.0 0.0 117.6 0.0 65066.2 10.0 0.0 0.0 8.4 1127.0 0.0 0.0 0.0 0.0 0.00.0 400.0 
.................... 0.0 13.8 0.0 1000.0 ...... 5.0S-total 3716.6 668.2 ........ 0.0 .
8. Uwnlture 103.6 
.. 
0.0 0.0 ------------------
0.0 0.0 0.0 82.0 6050.5 0.0 30.8 0.0 1000.0 2°.0
C. 5wj1_nt 0.0 281152.7 276.0 0.0 0.0 
0. 0.0 397.s 
121.7 
Veites 0.0 
0.0 
0.0 0.0 0.0 0.0 
0.0 0.0 
0.0 
0.0 3m86.6 
0.0
0.0 0.0 0.0 0.0 0.0 0.0 966.0 1495.0E. ReeIMce Nataelals 19640.6 0.0 535.0 0.0 348.0, S600..00  F* lees 0.0 
0.0 
0.0 0.0 0.0 0.0 0.0 0.0 0.00.0 34.5 0.0 0.0 0.0
6. CMiv Wwbs 0.0 0.0 0.0 1951.? 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0
1. ea CmwtnusC. tr. 3d. 0.0 0.0 
2. Eat 0.0 fwb. 0.0 Ctr. 3 673.? . 0.0 0.0 0.0 0.0 
3. efswbIehiwm 0.0 Seconim. 0.0 3NM. 
0.0 
1t7MS 0.0 0.0 0.0 0.0 0.0 0.00.0 
4. efwb. Al 0.0 
0.0 0.0 0.0 0.0 0.0 0.0
l AgeS dwotl 0.0 0.0 0.0 M1.1 0.0 0.0 0.0 5. PhyIcatl lr 0.0 0.0 
0.0 
1476.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 
0.0
0.0 0.0 0.0 0.0 115.0 0.0 0.0 0.00.0 0.0 0.0 0.0 0.0
SIbtotaL 0.0 0.0 
U. Tednircal 0.0 Assute 3700.0 2649.2 0.0 115.0 0.0 0.0 0.0 0.0 0.0 0.0
1. LInt Cenudtan 4758.6 45000.0 
2. Eapetriet 0.0 Cmuu  310.5 t 4211.5 2710.0 0.0 0.0 14.0 126.0 0.0 3281.0 0.0 4363.1 0.0 0.0 0.0 t0794.8 550.0 0.0 880.00.0 1817.0 0.0 3450.0 730.0
btta 18.645000.0 
1. Studies 0.0 310.1 4321.5 11.0 0.0 0.0 108_.8 0.0 123.0 0.0 31.0 J. pitot Preom 0.0 
6180.1 
400.0 0.0 0.0 40000 0.0 40.0 o
K. 0.0 Admstretlva 0.0 mpegt 0.0 0.0 
0.0 
0.0 0.0 0.0 20700.0 
0.0 4900.0 
0.0 0.0 
10350.0 
0.0 0.0 
0.0 I
0.0 0.0 0.0 0.0 
.................................................................................................................................... 0.0 
0.0 
0.0 0.0 0.0 0.00.0 0.0 0.0 3o0.0
taW IEiT OSTS 221ISS.61 10603.2 48530.8 Z5.8 3 54 230.0 1 3.8 19108.3 3281.0 9295.4 6900.0 16`164.0 1061.0
it. -u CO-
...................
A. eathn 8 biasmse
1. Igliet69.0 
2. ic 10.5 1sjItlittie 0.0 0.0 0.0 0.0 0.0 0.0 0.0 574.8 11.2 1728. 162.2 0.0 0.0 0.0 0.0 0.0 590.0 483.0 747.13. &Aldium o0.0 0.0 
4. VehIcl 0.0 0.0 
610.6 
0.0 2M1.4 0.0 5865., 0.0 713.00.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0
................................................................................................................ 0.0 360.0 0.0 0.0 0.0 0.0 0.0
Sb-total 49.0 
S. e umIce .5 0.0 t 11.2 2499.6 0.0 0.0 S?4.0 2815.0 0.0 
C. eI mem 0.0 t te taff 0.0 1188.7 1930.6 0.0 
410.6 
0.0 U4.O 0.0 4351.5 590.0 t40.51047.0 0.0 1W.0 2233.3 0.0 M5.9 0.0 1100.0 0.0 1100.0 0.0 0.00. Gree 0.0 0.0 0.0 1047.0 0.0 7470.4 2075.0E. aterals 0.0 0.0 0.0 0.0 0.0 
F. SIC 0.0 
0.0 
Mied teot 0.0 
0.0 
0.0 0.0 
0.0 0.0 
0.0 
0.0 0.0 
0.0 
2090. 0.0 
0.0 0.0 
0.0
0.0 0.0 0.0 454.2 0.0 0.0 0.0 57S0.0 0.0 0.0 0.06. Cotrst Stf 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.1N. ftr Lew" 0.0 0.0 0.0 153.3 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 :0
................................. 0.0 0.0 0.0 ............................................................... 0.0 0.0 0.0 402.S 575.0 *
Total MaURINTc oTS 19499.6 1057.5 ,.. , 0.0 , , 51.9 ...........2993.6 0.0 6745.1 4565.0 2m.3 2992.8 0.0 19974.4 411.5l
Toutal INSC OST 41555.5 11140.8 
_Iplc 4850.8 t OsSI 2592.7 gm PI" 364.0 25830.0 149.6 324 1838.9 22.1 23673.3- 5514.3 12285.2 600.0 Priceao irnci.e 10529.9 30.2 29460.0 280696 5188.3 0.0 
36290.4 
369.8 46.5 6t12.0 28 
16671.5
.6 
6154.3 0.0 154.0 0.0 0.0 0.0 
.................................................. 2557.2 4963.2 1475.9 2810.0 228.9 ................................................................. 9143.9 209.3Z
Tout PROJECCoT  525.0 44374.2 , ........55975.2 30054.74 5V28.6 354.3 20M72.7 28922.1 6990.2 15252.2 9428.9 45434.3 18730.8 
TeAIs 0.0 
Foveli 0.0 Uu 4255.9 0.0 8929.7 0.0 146.6 O. 0.0 0431. 21243.3 470.9 15726.4 0.0 0.0 0.0 1296.5 0.0 6479.4 0.0 0.0.................................................................................................................................................................. 0.0 3701.1 0.0 5007.8 t1010.0
Vaues Scaledb y 1000.0 121/M1991 7:W9
rUm  cs .ous, 9.o r omo 
sN*,O .iw 991 syu  rv V*5UVf s*tOs a*ws irW Oi' L.^4 
fS o ~~~~~~~0L~ ~b~W~ ~49~t 1~ ~~~.........9.. f.-. .......VS..*s.9S .5.t.s .3. ....3.9.. .....................S.. .....W... .....I mot
N *U59S 9-t0 -9.0 " -"IY  W i'.S
'~9  ~ ~~  ~ ~ ~ ~ ~ ~ ~ ~~U0 9.6z bUSh 9.9 9.U15 9.15151 9.301t 51-1'.5111381 %
99t1 - 6- 0-0 9I0.*'s 5 019131 e.g 0 sia tmiI 1351
CSfSfm  L 0 ;0 1 f 0J0  00S0I1A   4113*U
99 9-a 0w0 011 900.OS W 01101 9.0 PlOld I°Oe 
0ruw0u z r0a-l 0 r o 0roe  0 s0- 'rm" 01oo0 w o01o00   $"3"n I _ei I-ls
rreil.ig  Wraeo0  rWe0C  09roe  IClaunIO  O w0o s 00-r0 o  i orM"~ M  llee
VIIL1 r1Z re Ole 9.9a5 ru0 0'0 IdU JI/mw3105 *1
SFIfAG 0l- 0-0 0-0 *UOA 0@ 0O1s1I 1
7i;..... W;.......;.............-;;w.......;......... W; .......................................... "sV li
951 9.51 0 0 0* t00 0-0 0-0 SISI'A v
9.9 flu3 l0e 010 lSu W 00 0'0 "SS1S11Ws0 '. *3
r0A 619 O- l0 603 L 9.1t1 Oe 3 -t
.......
2~~~~~~~~~~~~~~~~~~~~~ u 11|1I  
0 ..I.*..5...W....1.. . O9''O-*IS tUC S  r5 f 9.t3 01 wr imuui )'@i....... ... E..*S ........... ............ .......... I
rmw uM 9.0 9.0 swan WC ro 62=1" -
6' 9n0- 00'  0Wre  A90'0 01- **s1 Ism-'
................ ...................... w....."w.....................onm "wot-
9 S 3' 511 901 0h'0 01 0'0 0 S'0 WISAG 11
............... ;w.... .;;...... ; ...... W - ...... ;......... 4pa _=6dI
01319 £91 ruuit 9.0 rition re 00 WI*3 1 Ie.AU
1SI9'   9l'91t 3 99|3= *9 c9lo0t 10 w£'e19m39  *o'l0e  0°o''0s  .,"_;aft *4'3_ ~ wlq  'St 3j3 
olt,c l*z oou t oot VSU1 oo oloe I'M q 1
tL333919  91-111 3 90-.00  90.-00  AAlltt"o "9 9001 0 0O-l00  wr.gq OiolS" a eI Id
43545 £11 95 010 l VoM1 9.0 9o.0- on 3q45ioin mI s9*af e' 0119 We 6-311 0o01- 1 .1
0II A9Ctf l'0M Irt O' Wo 0'0 00*
slo I-OC VAs I,$ rp ro woso
............................ .................. 0'.....................
S lau OBI ow Al oSl 0l 0 0 I t
..... .......... ....
VAW M Is MOL vion _ t ti
I,,,,................... Sso1 U t)
*_0t MIOM M Ao
0U9601M3= 0 AMPMa Smbw -
-82- Anemx1 2,T able5 
JAMAICA
Reform of SecondaryE ducato Project
Qum AmotDibem
(US S ) %on
1. Civl Wors 12.0 85% ofexpndibues
2. Euipment, Furniture,
Vehiles, EducaWonal
ateials, Texbooks 5.3 100% Ofexpenius
3. bcnic Al,
TW 6ig, Pnowhi,
Stu,dis, PilotPgrams 11.6 100% of expendies
4. Inceme Recurrent
costs 0.5 50% of incrementalr ecurt costs
up to an aggregate of US$235,800;
th 0 Xfter0%inocfr emental
recinent costs up to an aggrgt
of US$783,800; and 20% of
cmeIt  recurrent costs
therfter up to an aeate of
US$1,598,300.
5. Unallocated 2.6
Total 32.0
-83- Annex1 2, Table6 
JAMAICA
Reformo f SecondaryE ducationP roject
EsmtdScheduolfe  DWsb4n
Accumulated Undisbursed
BaskB Y DW_m Disb rsem_t Baace
SemesoeErn ding im I Anm Amout
Decembe3r 1 1.0 3 1.0 3 31.0 97
June 30 1.0 3 2.0 6 30.0 94
December3 1 1.3 4 3.3 10 28.7 90
June 30 1.3 4 4.6 14 27.4 86
EX2
December3 1 3.8 12 8.4 26 23.6 74
June 30 2.6 8 11.0 34 21.0 66
EX2
December3 1 3.8 12 14.8 46 17.2 54
June3 0 2.6 8 17.4 54 14.6 46
EY2f
Decembe3r 1 3.8 12 21.2 66 10.8 34
June 30 2.6 8 23.8 74 8.2 26
EY9
December3 1 2.6 8 26.4 82 5.6 18
June 30 2.6 8 29.0 90 3.0 9
December3 1 1.3 4 30.3 94 1.7 5
June 30 1.3 4 31.6 98 0.4 1
Decembe3r 1 0.4 1 32.0 100 - -
ProjectC ompletn Date:J une 30, 2000
Projecta osing Date:D ember 31, 2000
-84.
Annex 13
Page 1 of 3
MINISTRYO F FINANCEA ND PLANNING
30 NATIONALH EOES CIRCLE,
ANY NW.Y an mSUSSIvUS PUU
WO" BIACCRUMT O--- P.O. B0X5 12.
7^nWGdUOO IIlt.KINGSTON,
JAMAICA
February1 2. 1993
Ref. No.
Mr. Jacques van der Gaag,
Chief,
Human Resources Division,
Country Department III,
Latin America and the Caribbean Region,
The World Bank,
1818 H Street, N.W.
Washington D.C. 20433
Dear Mr. van der Gaag,
Re: Proposed Loan - Reform of
secondaryU dugation Proiget
The Government of Jamaica is prepared to identify
and list for priority treatment,a  number of projects for the
forthcoming fiscal year and hereby undertakes to place the
Reform of Secondary Education Project on the list. In the
Fiscal Year 1992/93, the Government of Jamaica adopted a
priority approach similar to what is nov proposed and the
results in terms of increased allocation of resources and an
improved implementation record can be verified.
With specific reference to projects funded by the
World Bank, the following three in the social sectors - the
Social Sectors Development Project, the Jamaica Population and
Health Project and the Education Programme Preparation and
Students Loan Project, have all been placed on the priority
list. The Reform of Secondary Education (ROSE) Project will
be accorded similar treatment. This implies consulting with
the Ministry of Education prior to each budget year, and
working closely with the project management team and the World
Bank, to ensure that the level and timing of Warrant releases
are timely and in accordance with the planned implemuntation
path. *
Annex 13
Page 2 of 3
Mr. Jacques van der Gagg, February 12, 1993
Chief,
Human Resources Division,
Country Department IrI,
Latin America and the Caribbean Region,
The World Bank,
Furthermore, the Government of Jamaica undertakes
to present to each IRDP Annual Review, the proposed budgetary
allocation for the ROSE Project. However, the Government of
Jamaica must place on record that whilst the proposed
allocation usually provides an accurate indication of
resources which will be approved by Parliament, no legal
commitment can be given prior to Budget Debate and the passing
of t..e Estimates of Expenditure.
Yours sincerely,
Financial Secretary.
:
5> ~~~~~~A1n3nex 
Page 3 of 3
THE UNIVERSITY OF THE WEST INDIES
FsOwVWk-Ottu ncaIl o Mia
WF iim.S iAWe vMdntyv, OMUW ). CCMC DC vJ Xso'. 7aIm
Febray I, 1993
Dr. Elsie LeFranc
Director
ustituteo f Sociala nd EconomicR esearch
Universityo f the West Indies
Mona
Kngston 7
Dear Dr. LeFranc,
I have receivedy our Memorandumo f November1 8, 1992, concerningy our
proposalt o set up an ElectronicD ataB anka t the ISER( Mona).I  am particularly
pleased to see that this is being caied out in collaboratiown ith the Plaing
Intitute of Jamaicaa nd that tce WorldB anka ppearsw illingt o give favourable
consideratiolno  thes upporto f dtisp ro'
I am fullyi n supporto f ths proposal,a ndw ritet o let youk nowt hatt heU niversity
willu ndertaket hef inancingo f the recurrenct ostsa s detailedin  your morndum
to me. The recurrentc ostsf or suppliesw illb e accomnmodatwedit hint he ISER's
budgetf or the new trienniumf or 1993/96.
With regard to the recuet costsf or personnalI, understandth ata t a meeting
convenedb y Pro Vice ChancellorE dwardO reene,o n Nove.-rbe1r 4, 1992, and
atteded by theU niversityD ean, andt heD irctorso f ISER,i t wasa greedt hat this
wouldb e an appropriatec hargeo n the incomef romt h FordE ndowmenGt rant.
This supportw ouldb eg im the Academiyc ear 1993/94.
Yours sicely
Ai-
-87- Annex1 4
JAMAICA
Refom of SecondaryE ducation
Seldede ocume and Data AvailUabinle t he ProjectF ile
kuIoltalonLWorking Pgesm
ROSEC urriculum
ROSET raining
EducaionM ateias
Textbooks
Inrsrcwre
ExamR ationalizaton
PublicC ampaign
ROSEE vluation
Socia Polic Analysi
NM Poliv Matrix( June1 992)
SchmaticD rawin!1-6 StreamJ uniorH ih Schools
-88-
,Annex 1.5
JAMAICA
Refrm of SeaondaryE du on
Actividies 1993/4 1994/S 1995/6 19967 199718 Tots
IdroduceN owC urricua
Crade7  to new tdets 4,977 6,282 8,307 9,362 10,507 39,435
Grade8  to news tudes 1,692 4,9"7 6,282 8,307 9,362 30,620
Grde 9 to new students 211 1,692 4,977 6,2 8,307 21,469
CuricuumD evelopmeSt tdies 1 I 1 3
EducatloOn fficor, 12 12 12 12 12 60
SchooAl dministatr 110 110 110 110 110 10O
SchooBl ord Members 456 456 456 456 456 2,280
Teachers
ln4servio
OrientatloWn orkshops S68 1137 1705 170S 1705 6,820
MethodsC ourse 568 1137 1703 170S 170S 6,820
Pre-ServioeQrdyr) SOO SOO SOO SOO 500 2,500
NewC onsucon (aunioHr ighS chols) 1 2 . . 3
All-Ag Schoob 14 6 3 4 27
NewS ondoy Swhools 10 . . 10
SmalMl I-AgoS chools - 10 10 . 20
Furnr (# Al-Apgshoolb) 14 7 15 14 _ 50
SupplEy dIctonal mateial (# school)
24 9 20 16 3 72
ExamR adonalEzation
Introducea gmade9t ea - I . . I
Introduonew  gmade6  achievemt test . I . I1 
Convertt o conutrized isttion . . 1I  1
ROSEM anagemet
AnnuaRl evewW orshop 1 1 1 1 1 5
MidtermR eiew Workshop 1 1
Evaluatio
EducatonOalf fiferst ained 18 18 18 18 18 90
Inventoyc heckliscbo nmptd (# schools) 27 21 17 16 13 94
Pros tesb admised (# schools) 27 21 17 16 13 94
Classroomosb seved(# schools) 10 16 12 . . 38
Textboob
P1/P2B ooks 0 3,900 18,S00 20,400 7,600 50,400
N/I Textbooks 0 9,500 11,900 13,000 4,400 38,800
HRLAP 0 15,700 20,700 15,500 8,000 59,900
P1/F2B oobs 0 23,600 23,600 23,600 0 70,800
HIRLAP ~ 0 15,700 12,600 11,000 0 39,300.. ..- =. - =
89-~~~~~~~~~~~~~~Ale 16
Poe 1 of 3
JAMIICA
Reforme f Seondr eduadtn
TmeUne
_ li;;i --I lilS IO 1.r--6 I__ 1.1' 100 1 S ' loss ,
AC _n
I.TROUC8NffWC OIOLS
yen I
262u d1 m210 9lm_3n w s
660 SUNW4e7l 47. G&162 .1;
s6UgwarofforfUa6 mm m
11_te ST-= O367 ectwX
1366010 on g4262p.s6 iS7.0916
so"o m_tfyS xoot xoa o
8;wastcSl0tt0sfombtCw|oE hrefttSYISt O6u6 
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-92- Annex 17
Page 1 of 2
JAMAICA
Reform of SecondaryE ducation
SupervisionS ghedu%aen d Mid-TerMR eview
SUPE,RVISIONS CE,L
Semi-annuals upervisionm issionsa re anticipatedf or this project, and are likly to take place
In December and June each year. 'Me totada nnual number of stffconsultant weeks required are:
Task Manager 7
Operations 10
Economist( CECPH) 5
EducationS pecialist (Cons.) 3
chitect (Cons.) 4
ProcurementS pecialist( Cons.) 1
30
In addition, the fit supervisionm ission soon after project effectiveness( e.g. June 1993) will
be the Project's Launch (1 week). Therefore the staffingf or this mission would include:
Task Ma
OperationsA ssis
Archect
DisbursementO ffica
Pocuement Specaist
A Mid-Term ImplmentFon Review will be conductedb y the MOEC and the PIO no later
than March 31, 1996. The Rview shouldc omprise a comprehense assessmento f the project as
designed and reflected in this Staff Apprai Report againsta ctual progress to date. It should also
take into account issues arising from suvision during the first half of the project. More specific
topics and ouput indicators/targetsf or review include:
A. RIeforno f dnndaq Education zMn=:
* effectivess of the packag of inputs delivered throught his componentt o project
schools in raising student achievements houldb e reviewed by using prelimiay
Indiations from acdvities carried out under the evaluations ub-component;
* the ovall feassibltyMabllityo f the textbookr ental scheme, includingt he
effclvens of the exteosion of the scheme to the All-Ages chools;
-93- Annex 17
Page 2 of 2
* Basedo n the pro- and post-testf rom the evaluationc omponent:
* there shouldb e a differenceo f at least 25% (twenty-fivpee rcent)b etweent he
pre-testa nd post-tests eoresw ithint he classrooma; nd
* post-tests coresf or projects choolsi n relationt o comparisons choolss hallb e
positivea nd statisticallysi gnificant
B. Evaluationa nd ManagemenSt trnpghenlnf
* effectivenesosf  the RefbrmM anagemenTt eama pproachin  projecti mplementatioans 
opposedt o a moret raditionaP rojectI mplementatioUnn ita pproach( hnera ba, does
the approachp rovidee noughf lexibilityto  managmga  complexr eformp rogram?);
* the past perfomancew ithr espectt o actualb udgetarye xpendureso f the MOEC
includinga  breakdownb y levelso f educationa nd projects pecifice xpenditures.
Otut Indicators/I~r~eS
hIntroductionf  new grade9  examb y June 1995a nd the eliminationo f the GradeN ine
AchievemenTt est (GNAI).
hIna ccordancew itht he examr ationalizatiopnl an:
* eliminate1 6 JamaicaS choolC ertficate( JSC)t ests and 3 SecondaryS chool
Certificate(S SC)t ess; and
* transfert o the HEARTT rust, 13J SC tests and 16 SSCt ests.
C. Sociala ft Analsi
* effectivenesosf  the mechanismfo r settingt he researcha genda;
* policyr elevance,t imelinessa, nd technicalq ualityo f the researchp erformed;
* successo f the facuty upgradingc ourses;
* effectivenesosf  the Tehnical AdvisoryC ommittee;
* effecdvenesosf  the trainingp rogramf or line ministrys taff
* Offera t UWI at least 3 quantitive methodsc oursest o be developedu nder the
project.
* Prepare 6 working papers with policy relevance for the social sectors of quality
commensuratwe ithi nterationala cademics tandards.
.JAMAICA.
6608 F~~i a- a iwlls Artrial ioasl.0 Selected 
a TOW"l. "AOV 4sUoX ''W - Om.'' 
* 
S"EUZE JAMAICA. - X . . .....
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