international bank for reconstruction and … · 2. enrollment by type and controlling authority,...
TRANSCRIPT
L0o40 b7-co
ja ~~~RESTRICTEDReport No. PE-10c
This report was prepared for use within the Bank and its affiliated organizations.They do not accept responsibility for its accuracy or completeness. The report maynot be published nor may it be quoted as representing their views.
INTERNATIONAL BANK FOR RECONSTRUCTION AND DEVELOPMENT
INTERNATIONAL DEVELOPMENT ASSOCIATION
APPRAISAL OF
A SECOND EDUCATION PROJECT
COLOMBIA
March 25, 1970
Education Projects Department
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CURRENCY EQUIVALENTS
US$ 1. 00 17.25 pesosPesos 1 = US$0. 058Pesos 1 million = US$57, 900
MEASURES
1km = 0. 6 2 mi
1km 2 = 0.38 sq miles
1 hectare = 2.47 acres
I m = 10. 76 sq ft
APPRAISAL OF AN EDUCATION PROJECT IN COLOMBIA
TABLE OF CONTENTS
PageNumber
BASIC DTA.
GLOSSARY
SUMMARY AND CONCLUSIONS ................................... i-ii
I. INTRODUCTION .......................................... 1
First Education Project ..... ........................ 1The Request ................................ 1Socio-Economic Background ..... ...................... 2The Education and Training System ............... 3Strategy for Educational Development ............ 6
II. MANPOWER REQUIREMENTS AND EDUCATIONAL PLANNING ........ 7
Returns to Investment in Education .................. -7Manpower Requirements ............................... 7Education Expenditure Projection ................... . 10
III. THE PROJECT ..............................so........ , 12
General ............ . ................................. 12Objectives and Content ................. ............ . 12Administrative Staff ....................... * .. .... 14Teachers . .. * ....................................... 15Cost of the Project ................................. 16
IV. IMPLEMENTATION AND DISBURSEMENT ....................... 19
V. RECOMMENDATIONS ....................................... 20
APPENDIX A. Education and TrainingAPPENDIX B. Manpower Requirements AnalysisAPPENDIX C. Characteristics of Project Schools Location
This report is based on the findings of an appraisal mission whichvisited Colombia during May-June 1969. The mission consisted ofMessrs. K. M. Thint (architect), 0. Markgren (general education),A. Apodaca (FAO, agriculture education), S. Futagami (educationaltelevision, consultant), R. G. Ritchie (technical education, con-sultant) and D. K. Zschock (economist, consultant).
ANNEXES AND CHARTS
1. Enrollment by Grade and Controlling Authority, 1968, Primary andSecondary Education
2. Enrollment by Type and Controlling Authority, 1968, SecondaryEducation
3. Manpower Targets in Modern Employment in Colombia for 1980
4. Ministry of Education Budget, 1964-68, and Mission Projectionof Expenditures to 1975
5. Output of Students from Project Schools
6. Secondary School Enrollment in Departments where Project Schools areLocated, in 1968 and Projected for 1975
7. Teachers Required for Project Schools
8. Non-Teaching Personnel Required for Project Schools
9. Teacher Requirements and Training Programs for INEM Schools
10. Cost for Technical Assistance and Project Administration
11. Summary of Estimated Project Costs
CHARTS
1. Education Sector Organization Chart
2. Structure of Education, 1968
3. Population Pyramid
4. Primary School Enrollment, 1955-75
5. Secondary School Enrollment, 1955-75
6. University and Other Post-Secondary Education Enrollment, 1955-75
7. School Enrollment by Grade for General Secondary, Technical andTeacher Training, in 1968 and Projected for 1975
8. Flow Chart for Secondary Education
9. Implementation - Expenditure - Disbursement
MAP
Location of Project Schools
COLOMBIA
BASIC DATA (1968)
A. GENERAL
Area: 1,139,000 kj2
Total Population (1968) 20.3 million
growth rate 3.3% p.a.urban population 41% in towns with
over 20,000urban population growth rate (1951-64) 7.2% p.a.rural population growth rate (1951-64) 1.8% p.a.
Gross Domestic Product (1968) US$ 5.78 billion
growth rate (1968) 5.8%growth rate (1964-68) 5.0% (average)per capita (1968) US$ 285by sector (1967) Agriculture 30.5%
Mining 3.5%Manufacturing 17.2%Construction 3.1%Commerce 15.8%Transportation and
Communications 6.4%Public Utilities 1.1%Government 5.0%Other 17.4%
Labor Force (1968 estimates) 5.8 million
modern component (employed) 2.1 milliontraditional component (employed) 2.9 millionunemployed 0.8 million
B. EDUCATION
Population aged 7-11 2,939,000Population aged 12-17 2,800,000Percent of age group 7-11 in primary school (1968) 70%Percent of age group 12-17 in secondary school (1968) 21%Literacy rate (1964) 73%Percent of GDP spent on education (1968) 4%Percent of National Budget allocated to 12.1%Ministry of Education (1968)
GLOSSARY
ICCE - Instituto Colombiano de Construcciones
Escolares (responsible for implementing
the project, and also for construction
of all government school buildings).
ICETEX - Instituto Colombiano de Credito Educativo
y Estudios Tecnicos en el Exterior (a
semi-autonomous government agency respon-
sible for operating a scholarship and
credit system to assist students to com-
plete studies at Colombian or foreign
institutions).
INEM - Institutos Nacionales de Educacion Media
(Comprehensive Secondary Schools).
Secondary schools which admit on a non-
selective basis all pupils of a given age
group of a given catchment area, and offer
a curriculum that integrates practical and
academic subjects.
SENA - Servicio Nacional de Aprendizaje (an auto-
nomous government agency operating training
centers throughout the country giving
specialized courses in agriculture, indus-
trial skills and commercial subjects).
Bachiller - Award on completion of six years of secondary
school, including schools with vocational
training.
Ingeniero Agronomo - Agricultural engineer degree awarded after
completion of five years university program.
Licenciado en ensenanza - Agricultural degree awarded after completion
agricola of four years university program.
COLOMBIA
APPRAISAL OF AN EDUCATION PROJECT
SUMMARY AND CONCLUSIONS
i. Tnis report appraises the second phase of a major secondzryeducation reform program which includes the construction and equipmentof 19 large comprehensive secondary schools. The first phase, compri-sing ten such schools, is being implemented with the help of a Bankloan of US$7.6 million. The loan was approved in July 1968 (Loan No.552-CO). The first phase is being executed efficiently by a competentproject unit, and should be completed before the closing date, Decem-ber 31, 1971.
ii. The proposed project constitutes the second phase of the above-mentioned program and consists of:
- constructing and equipping the remaining ninecomprehensive secondary schools;
- related technical assistance for a total of sixman-years; and
- administrative and operational costs of the projectunit which is to supervise the implementation of theproject.
iii. This project would reinforce the introduction of the compre-hensive school concept into secondary education in Colombia and wouldbe instrumental in furthering the government's policy to prepare stu-dents both for the labor market and for further studies. The projectschools would have a curriculum that would integrate practical and ac-ademic subjects into a properly balanced general education which wouldincrease the range of possibilities for future training and employment.Furthermore, the proposed project would accelerate the much neededshift in enrollment in secondary education from the academic branch to-wards industrial and agricultural branches to meet Colombia's manpowertargets.
iv. The nine project schools would provide 15,500 student placeswhich would be used on a shift system to accommodate an enrollment of31,000. The large enrollment at each school would allow efficient useof facilities and staff.
v. Ongoing and planned training programs for administrative,counselling and teaching staff would meet the needs of the project.
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vi. The administrative unit within the Instituto Colombiano deConstrucciones Escolares (ICCE) which is handling the first projectwould be responsible for the over-all supervision of this projectalso. Consultant architects would be employed to design the schoolsand to supervise construction. Contracts for civil works and procure-ment of furniture and equipment would be awarded on the basis of in-ternational competitive bidding. Except for the equipment component,the project, however, is unlikely to attract foreign bidders.
vii. The proposed loan of US$6.5 million equivalent, correspondingto 50% of the estimated total project cost, would finance the total foreignexchange costs of about US$5.9 million (91% of the loan) and about us$o.6million of local costs (9% of the loan).
viii. The remainder of the capital funds required fo, the project andrecurrent costs of operating the facilities would be provided by the gov-ernment and are within its financial capabilities.
ix. The project is suitable for a Bank loan of uS$6.5 million equiva-lent, 50% of the estimated tota1 project cost, for a period of 30 yearsincluding a grace period of 10 years. The funds would be disbursed over athree -year period; construction should be completed in about 2-1/4 years.
I. INTRODUCTION
First Education Project
1.01 In the period 1963-66, Unesco and USAID had identified the needto modernize and change secondary education into a comprehensive system,and subsequently assisted the government in the elaboration of a majorsecondary education reform program and a related project consisting of theconstruction and equipment of 19 large comprehensive secondary schools.in July 1968, the Bank approved a loan of US$7.6 million (representing 50%of the estimated total project cost) to help finance the first phase ofthis program which comprised ten of these schools (Loan No. 552-C0). Theremaining nine schools were deferred for a second phase in order to havesufficient numbers of teachers trained in time to teach the new curriculum,and to reduce the project to a more manageable size.
1.02 The execution of the first project is proceeding efficiently.Construction of the ten schools has started, and the project should becompleted before the closing date, December 31, 1971. Initial shortcomingsin project implementation have been overcome; training programs for stafffor the project schools are underway and development of the new curriculumis expected to be completed on schedule. The second phase, consisting ofthe remaining nine schools, is now timely, and would provide continuityand efficient utilization of project unit staff and of experts providedby USAID.
The Request
1.03 In March, 1969, the government submitted a request for Bank fi-nancing for the second phase of the above-mentioned program comprising:
(i) constructing and equipping the remaining ninecomprehensive schools;
(ii) establishment of a computerized data processingsystem for the administration of the 19 compre-hensive schools (including the ten schools inthe first project); and
(iii) use of a closed circuit instructional televisionsystem for the same 19 comprehensive schools.
An appraisal mission consisting of Messrs. K. M. Thint (architect),0. Markgren (general educator), A. Apodaca (FAO agriculture education),S. Futagami (educational television, consultant), R. G. Ritchie (tech-nical education, consultant), and D. K. Zschock (economist, consultant)visited Colombia in May/June 1966. During appraisal the government re-quested revision of items (ii) and (iii) above as follows:
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(a) As the Ministry of Education plans to introduce a com-puterized data processing system for the internal ad-ministration of the Ministry and later for administra-tion of schools, item (ii) was withdrawn from thisproject. After necessary studies, financial assistancemay be requested from the Bank at a later date.
(b) The government now plans to introduce instructional tele-vision into the entire secondary school system by incor-porating and augmenting the existing open circuit trans-mission system being used for primary education. Thewider use of instructional television requires furtherstudies which could not be completed in sufficient timeto permit consideration of the program within this pro-ject. Item (iii) was therefore withdrawn but may beprepared for later submission to the Bank.
1.o4 In consequence, the project as appraised and now recommended forBank financing comprises: (a) construction and equipping nine comprehen-sive schools; (b) related technical assistance; and (c) administrative andoperational costs of the project unit to supervise implementation of theproject. The total estimated cost is US$13.0 million and the foreign ex-change component, US$5.9 million.
Socio-Economic Background
1.05 The present Colombian government which has no;. entered its fourthand final year, has carried forward the developmental objectives of the twopreceding governments. In addition it has introduced new programs (e.g.,in community action, health care, and rural primary education) which aredesigned to control the widening gap in standards of living between the mod-ern and traditional segments of Colombian society.
1.06 Colombia's population, estimated at 20.3 million in 1968, isgrowing at nbcut 3.3% annually; it has doubled in less thar. 30 years andcould double again in less than 20 years, if the family planning programscurrently under way by a number of Colombian institutions should prove in-effective. Any reduction in fertility level would not, however, affectthe secondary school-age population before 1980, nor the size of the laborforce before the mid-eighties.
1.OT Between 1951 and 1964, the urban population in cities with po-pulation over 20,000 increased at an average rate of 7.2% annually, fourtimes the rate of population growth (1.8%) in smaller towns and ruralareas. If this rate of urbanization continues, by 1980, 50% of Colom-bia's population will be living in cities with over 20,000 inhabitants.The planned 19 comprehensive secondary schools will be located in 18 de-partmental capitals which together accounted for 89% of the urban popu-lation in 1964.
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1.08 The labor force, which numbered 5.1 million in the 1964 census,was estimated at 5.8 million in 1968 with the modern sector accountingfor only 2.1 million. Agriculture represents about 44%, while modern ma-nufacturing industries employ only 5.4% of the labor force; almost twiceas many workers are engaged in traditional artisan manufacturing whosezroductivity has remained stagnant at a low level. Employment expansionin modern economic activities is less than labor rorce growth, and urban>aemployennt ratez are between 9 to 15; and rising. Qualifications ofeven the modern l&bor force segment are quite low; in 1963 only about one-third of all high-level manpower had post-secondary education and only oneout of four workers in the modern economny had any education or vocationaltraining beyond primary school.
iducation and TrainipE (See also Appendix A)
Administration
1.09 Colomoia has a system of national, departmental, municipal andprivate education. The Ministry of Education formulates educational po-licy and coordinates all educational activities within the country. Re-organized with assistance from Unesco, the Ministry is implementing ad-ministrative reforms to increase its effectiveness and efficiency, suchas the creation of semi-autonomous agencies to facilitate funding ar-rangements and assure continuity of development projects. An exampleof such an agency is the Instituto Colombiano de Construcciones Escolares(ICCE) which is responsible for planning and execution of school buildings(Caart 1).
1.10 Because salaries of key officials are not competitive with high-level positions in leading universities or private business, administrativecontinuity in the Ministry of Education is a problem. The government in-tends to improve the conditions of service for public officials, whichshould reduce the turnover. In order to assure administrative continuityin implementing the proposed project, salaries of principal officers andoperational expenditures of the project unit are included within the totalproject cost.
Structure
1.11 Primary education lasts five years. Secondary education, forwhich an entrance examination is required, generally consists of a four-year junior cycle (Plan basico), followed by a two-year senior cycle(Bachillerato). Primary and Junior secondary school leavers are offeredvocational education of several types. Higher education is available atuniversities and specialized post-secondary institutions (Chart 2).
Education and Training Effort
1.12 Annexes 1 and 2 and Charts 3 to 7 give basic data concerning en-rollments, distribution, flow of students and teachers. The principal el-ements are as follows:
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(a) Primary Education 1968
% of Total No. of Pupil-A&e Group No. of Qualified Teacher
Type Enrollment 7-11 12-16 1/ Teachers 21 Teachers Ratio
Public 2,213,400 62,340 36:1Private 520,000 _-38.290 14:1
Total 2,733,400 70 23 100,630 42,550 27:170,000) 3/ (39:1) l/
(b) Secondary Education 1968
% of Total No. of Pupil-Age Group No. of Qualified Teacher
ype Enrollment 12-17 Teachers 2/ Teachers Ratio
General 405,780 14.5 38,600 11:1Teachertraining 54,200 1.9 5,407 10:1
Technical 49,560 1.8 5,426 9:1Commercial 69,230 2.5 7,843 9:1Agricultural 7,930 0.3 814 10:1
Total 586,700 21.0 58,090 11,000 10:1
Public 272,790 9.8 21,490 13:1Private 313,910 11.2 36,600 9:1
Total 586,700 21.0 58,090 11,000 10:1(44,4oo) 3/ (13:1) 3/
1/ Over-aged students enrolled in primary schools.
2/ Including part-time teachers.
3/ Figures in brackets are estimated equivalent full-time teachers andratios.
Source: Education census, 1968.
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Primary Education
1.13 Enrollment in primary education has increased by one-third since1960; 81% of the students were enrolled in public schools in 1968. Thehigh drop-out rates between grades 1 and 5, about 95% in rural areas and50% in urbar, areas, are caused chiefly by most rural schools still offeringonly two years of education, and only 66% of urban primary schools actuallyoffering the required five years of education. Double shifts and automaticpromotion are being introduced and a recent study 1/ shows that instruction-al television has been successfully applied.
Secondary Education
1.1 4 Secondary-level education has traditionally been divided intoacademic, primary teacher training and vocational options in separateschools spread over the country in small uneconomical units. Enrollmentin secondary education has doubled since 1960 and represented 21% of theage group in 1968, which is still low for a country in Colombia's stageof development. Public secondary education has been unable to keep pacewith the increased demand for admission, with the result that privateschools now comprise about two-thirds of the entire secondary school sys-tem, in spite of their relatively high fees. At present, a high percent-age (85%) of primary school leavers is admitted into secondary schools.As primary education is expanded, the percentage will decrease especiallyamong the lower income groups unless more public secondary education ismade available.
Higher Education
1.15 For 1968, 63,800 students in higher education were enrolled in65 universities and post-secondary institutes. The uncontrolled rapidexpansion of higher education has resulted in low quality education inmany institutions and high drop-out rates. The government is aware ofthis, and a semi-autonomous agency, Instituto Colombiano para el Fomentode la Educacion Superior (ICFES), has been created for planning, coordi-nation, supervision and financing of Higher Education. The enrollmentforecast of 199,000 in 1975 would aggravate the existing situation andalso result in an overproduction of university graduates in a number offields. If secondary school expansion should continue to emphasize aca-demic programs, the unfulfilled ambitions of academic secondary schoolleavers would inevitably generate pressures leading to still further ex-pansion of universities. Consequently, a restructuring of the secondaryschool system which would offer job-oriented courses and not solely uni-versity preparatory courses is urgently required. The type of comprehen-sive school financed under the first IBRD education project in Colombia
1/ New Educational Media in Action - Vol. II, Unesco: IIEP, 1967,pp. 51-75.
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was a first step in this direction and should be expanded further. Thisnecessitates additional new and modern facilities since existing secon-dary schools in Colombia are not suitable for remodeling into large com-prehensive schools.
Strategy for Educational Development
1.16 The Government of Colombia attaches high priority to developingits educational system, although it is uncertain whether this prioritywill find expression in a growing proportion of the national budget allo-cated to the Ministry of Education. Current prlorities are: to attainuniversal primary education by 1975, including a full five years ofschooling for all rural children; to restructure secondary-level educa-tion by expanding comprehensive education facilities and thereby offeringstudents academic and pre-vocational or vocational streams; to consolidateschools into large economic units within reach of population; and to empha-size quality improvement and growth of graduate-level training and researchin universities. A five-year plan for the period 1970-74 is in preparationand will presumably include fiscal projections that were not available forthis report.
1.17 The government plans to work toward its objectives in educationby encouraging larger fiscal efforts at departmental and local levels ofgovernment, and by increasing the efficiency of the educational system.The government intends to decentralize financial and program managementfor primary and secondary education, and introduce regional integrationat the university level. It also wants to improve conditions of serviceof teachers, rationalize and expand primary and secondary teacher train-ing, provide free textbooks and teachers' guides in primary and secondaryschools, improve and expand instructional television at primary level andintroduce this medium at secondary level, and provide adult education forthe country's five million illiterates. While these objectives are com-mendable, their realization will be difficult within the near future.
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II. MANPOWER REQUIREMENTS AND THE EDUCATION SYSTEM
Returns to Investment in Education
2.01 There exist recent studies 1/ which have attempted to quantifythe economic benefits from investment in education in Colombia. In gen-
eral, these studies, together with the following assessment of manpowerrequirements, support assigning high economic priority to an expansionof secondary education.
Manpower Requirements (See also Appendix B)
2.02 Employment in the modern component of the economy of the Colom-
bian labor force, estimated at 1.8 million in 1963 2/, probably rose to2.1 million in 1968 and may reach 2.9 million in 1980. The occupational
composition and educational profile of manpower in the modern componentof the economy demonstrate one of the country's major obstacles to morerapid economic development. In 1963, 13% were professional and manage-rial personnel, 23% were clerical and sales workers, and 64% were manual
workers in agriculture and industry. Among high-level manpower (profes-
sionals, managers, executives and technicians), 64% had attended onlysecondary schools, 19% had a partial higher education, and only 17% had
university degrees. Of the total vocational manpower (white collar and
blue collar workers), no more than 20% had even a secondary education.
Although enrollment rates in secondary and higher education have beenaccelerating in recent years, the educational profile of manpower inthe modern component of the economy probably had not been significantly
improved by 1968.
2.03 Assuming about two-thirds retention of 1963 employment in the
modern sector by 1980, manpower requirements for replacement and expan-sion during 1963-1980 include 308,000 professional and managerial per-
sonnel, 266,000 clerical and sales workers and 970,000 manual workers(Annex 3). Assuming further that a pro-rated proportion of these re-quirements were supplied from among available manpower resources between
lJ T.P. Schultz, Returns to Education in Bogota, Colombia (RAND Corp.memorandum RM-5645-RC/7AID, September 19681.
C.R.S. Dougherty, The Optimal Allocation of Investment in Education
(Development Advisory Service, Harvard University, Mimeo, March 1969).
2/ Establishment surveys by ICETEX and SENA in 1963 are the only sourcesof recent data on characteristics of manpower employed in the moderncomponent of the Colombian economy. For 1963 estimate and projectionto 1980 of modern employment, see Tables B-2 and B-3 of Appendix B.
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1963 and 1968, the manpower requirements for 1968-1980 by educationallevel are compared below with the projected output from the existing sec-ondary schools and the 19 comprehensive secondary schools. Discussionswith Colombian employers, educators and government officials suggest thatmanpower targets shown below (and explained in Appendix B) are minimaland should ideally show higher levels of educational attainment by newentrants into modern employment.
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Manpower Requirements by Educational Level and Projected Output
from the Secondary School System, 1968-80
Projected OutputExisting 19 INEM
Manpower by Educational Level lReguirement School System Schools
Nios. %Fby Nos. /0 by Nos. bylevel level level
(i) Hi&h-level manpower
(a) Secondary schoolgraduates for profes-sionals, managers andexecutives (afterhigher education) 313,700 (28%) 527,000 (56%) 16,600 (20%)
(b) Secondary schoolgraduates as primaryschool teachers 56,500 ( 5%) 80,000 ( 9%) -
(c) Secondary schoolgraduates for clericaland sales workers 112,600 (10%) 10,400 ( 1%) 19,600 (24%)
(d) Secondary schoolgraduates for techni-cians in agricultureand industry 150,600 (13%) 25,600 ( 3%) 34,300 (42%)
(ii) Vocational manpower
(e) Fourth year secondaryschool leavers forwhite collar work 112,600 (10%) 196,800 (21%) 4,000 ( 5%)
(f) Fourth year secondaryschool leavers forblue collar work 37_ 6o (34%) 96,000 (10% 7,_000oo ( 9)
Total secondary schoolgraduates for High-levelmanpower (a+b+c+d) 633,400 (56%) 643,000 (69%) 70,500 (86%)
Total fourth year sec-ondary school leaversfor Vocational manpower(e+f) 489,100 44e/_ 29 08 (31% 11,000 (14%)
Overall Total 1,122,500 (100%) 935,800 (100%) 81,500 (100%)
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2.04 As shown in the preceding statement, there is a clear lack ofbalance between the needs and projected supply for most categories. Therestructuring of secondary level education with a sharp shift in enroll-ment distribution away from the academic branch and toward the industrialand agricultural branches, in both the first and second cycle, and reten-tion of a much larger proportion of students choosing vocational optionsinto the fifth and sixth grades will be required to meet the manpowercomposition targets. The INEM schools would contribute significantly tothe redistribution of students away from academic and toward industrialand agricultural education. They should also help in keeping a much high-er proportion of students enrolled toward their graduation, both at thefirst and second cycle in industrial and agricultural options. Further-more, the curriculum and physical facilities of the INEM schools are flex-ible and can be adjusted to meet specific manpower requirements.
2.05 The existing secondary education system, together with the 19INEM schools, may be able to meet the qualitative improvements set astarget for new entrants into modern employment during 1968-80, althoughnot attaining the desired redistribution. The combined output of thesecondary school system would still leave a deficit of almost 185,000of the projected total requirements of vocational manpower with a four-year secondary education. This deficit will have to be made up throughtraining programs by SENA (Servicio Nacional de Aprendizaje) and throughon-the-job training of primary school graduates entering employment di-rectly. Nevertheless, with the government 's plan to introduce compre-hensive education into existing general secondary schools, a considerableimprovement in the educational profile of manpowex can oe expected duringthis period, and with ongoing rationalization of primary teacher train-ing, the likely over-production of primary teachers would be curbed.
Education Expenditure Projection
2.06 Total public expenditures on education, which have risen bymore than 8% per year in constant prices since 1960, comprise budgets ofthe Ministi.- .i Education, other ministries (Health, Interior, Agriculture,Defense), state and local governments, as well as SENA and other semi-autonomous agencies, and are estimated at close to three billion pesosfor 1968, of which the Ministry of Education Budget constitutes roughly45%. Private expenditures on education are estimated at close to onebillion pesos, so that total expenditures on education in Colombia re-present about 4% of GDP; while expenditures on education have been ris-ing more rapidly than GDP, this percentage is still below 5% of theirGDPs that Mexico, Venezuela and Chile, for example, expend on education.If Colombia can maintain an 8% growth rate of total educational expend-itures, their proportion of GDP should reach 5% by 1975.
2.07 The Ministry of Education was unable to provide projections ofrecurrent expenditures because the Five-Year Plan (1970-74) has not yetbeen completed. By- projecting recurrent expenditures at an annual in-crease of 8% in real terms to 1975, and assuming that investment expend-itures are maintained at a higher level (i.e., 15% of the Ministry's
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budget) than in recent years) the Ministry's total budget woUld have toexpand from 12.1% of the National Budget in 1968 to 13.5'% by 1972 (AnnexI). This projection includes the recurrent costs of the 19 IM schoolswhich would increase from 20 million pesos in 1970 to 120 nillion pesosin 1975 (in constant pesos) corresponding to 1.5% of total recurrent ex-penditures by the Ministry in 1970 and 6.0% in 1975. Since the Ministry 1srecurrent resources are expected to rise by 8.0% a year in real terms(see Annex Qj, it should have the capacity to meet the recurrent costs ofthe 19 INEM schools¢
2.08 The XtU'4stryls projections for investment expenditures cover theperiod through 12972 odLy3 but include estimates of total project cost ofbuilding the 19 INEYF schools. These wL represent approximately 34% oftotal investment expenditures by the Ministry of Education during 1970-72. The rinistry does not intend to construct additional secondary schoolsuntil after 1974; instead, it expects to accommodate enrollment increasesby gradually initiating two shifts at all schools under its Jurisdiction(in 1968, 32% of all school rooms under the Ministry's jurisdiction, and22% of all students enrolled in national schools were on double shifts).
Foreign Assistance to Education
2.09 Prior to 1964, foreign assistance for education in Colombiahad been mainly concentrated on higher education with particular empha-sis on science facilities, admdnistrative and financial organizationsteacher training and agricultural training and research. The principalagencies have been UNDP, Inter-American Development Bank, USAID and Fordand Rockefeller Foundations.
2.10 Since 1964., USAID has provided substantial support to theinstructional television program in primary education and to various pro-grams in secondary education. The agency financed a two-year secondaryeducation planning study, and advanced training for Colombian school ad-ministrators$ guidance counsellors and teachers in preparation for theINEM program. Since 1968, USAID has financed technical assistance forimplementation of the INEM4 program; further support for technical as-sistance has been earmarked through 1972.
2..11 In addition to grant funds, UJSAID has recently made a $10 mil-lion sector loan for education to Colombia. About 25% of direct dollarexpenditures are intended for additional technical assistance for theINEM schools and Faculties of Education.
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III. THE PROJECT
General
3.01 The proposed project provides for the construction, furnishingand equipping of nine comprehensive secondary schools (INEM), relatedtechnical assistance and administrative and operational costs of a pro-ject implementation unit. The project schools would provide 15,500 stu-dent places which would be used on a shift system to accommodate an en-rollment of 31,000. Estimated annual output would be 3,970 bachilleres,2,990 of whom would be in pre-vocational streams (Annex 5). All schoolswould be day schools, but they would be designed for possible use forother educational activities after school hours. The project would beimplemented during 1970-73. The physical facilities would be fully uti-lized upon completion on single shift with students transferred fromschools which are now in rented or unsuitable buildings, and by 1978 ondouble shift when adequate number of students and teachers are availablefor the new curriculum.
3.02 All project schools are suitably located in departmental capi-tals (Appendix C, Annex 6 and Map) and enrollments vary, depending onpopulation of the catchment areas for each school, from 3,000 to 6,000students per school. These large enrollment figures would permit si}gll-ficant economies, not only in physical construction, but also it admin-istration and staffing; an intensive utilization of teaching facilitiesand consequently a low cost per student would be possible. In additionthe educational program would be more diversified and staff with more spe-cialized skills would be efficiently employed than is possible in smallerschools.
Obiectives and Content
3.03 The curriculum of the INEM schools will offer a comprehensivesecondary education differing markedly from the existing school programsin Colombia. It will integrate practical and academic subjects into abalanced general education program and prepare students for a broad rangeof possible future training or for employment. The six-year course pro-gresses in three stages of two years each, from general exploratory studiesin pre-vocational subjects (agriculture, commercial, industrial, and socialservice), followed by a greater degree of specialization (Chart 8). Therewould be output from two points, at the end of the fourth and sixth years.Guidance counsellors will assist the students in choosing suitable optionsand remedial teachers will be available for special tuition.
3.o4 The graduates should not be regarded as fully trained except forcommercial graduates. All would, however, have a good induction into skillsas a basis for on-the-job training, or in in-service industrial apprentice-ship courses organized by SENA or in agricultural training programs. Stu-dents completing the full six years will receive a "Bachiller" diplomaregardless of option, and could obtain further education in institutions
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of higher education. The universities in Colombia have formally agreedto recognize the diplomas awarded by these schools. Such courses wouldalso enable students to complete university studies or to be trained assub-professionals in new three-year courses being developed at many ofthe post-secondary institutes.
3.05 Inltially, the schools would offer an economical combination ofoptions consistent with the types of manpower needed in the area in whichthey would be located, with due cognizance of the fact that almost halfof the students would be girls. Later, to adjust to the economic developmentof regions and ehe effects of continuing internal migration (para. 1.07),additional options would be added. For this reason, the buildings would beplanned for flexibility and for future expansion.
3.06 Suitable opportunities now exist for graduates from the tech-nical and agricu.tural courses of the project schools. Nevertheless, torealize the full potential of a comprehensive type of school organization,it will be necessary to closely coordinate with the training undertakenby other teaching and training institutions. To this end, the governmentshould formulate a plan for the long-term development of a comprehensivesecondary education system giving emphasis to industrial and agriculturaleducation and its articulation with the education offered in such fieldsat higher levels, and with institutions providing in-service training andapprenticeship courses. The government has agreed during negotiations thatit would initiate the formulation of such a plan within six months from thesigning of the loan agreement.
3.07 Close cooperation with agriculture, commerce and industry willbe required to keep the practical courses up-to-date and suited to em-ployment needs by establishing local advisory committees comprising re-presentatives of public and private agencies and enterprises. These com-mittees would advise the schools on curriculum development and assist withvacation employment and with placement after graduation. Such committeeshave already been appointed for most of the first project schools and assur-ances were obtained from the government during negotiations that similarcommittees would be appointed for the nine schools in this project beforethe opening of each school.
3.08 The schools should also cooperate with SENA, the agriculturalinstitutes and institutes of higher education to keep their subject mat-ter up-to-date, and where practicable, complementary. These organiza-tions are already working closely together in the teacher training pro-grams. Confirmation was obtained from the government during negotiationsthat it would continue this cooperation and further explore establishmentof complementary courses.
Curriculum Development and Textbook Production
3.09 Colombian teachers with technical assistance provided by USAIDare carrying out INEM curriculum development work which is expected to becompleted on schiedule. More assistance, however, will be required forcontinuing development of programs and methods for teaching practical
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subjects. Students in the ongoing secondary teacher training programsare also being introduced to the INEM philosophy. The Government plansto gradually introduce the curriculum into the rest of the secondaryschool system by remodelling some existing schools into feeder schoolsfor the project schools, and staffing these satellite schools appropri-ately (para. 2.11).
3.10 Technical assistance is urgently required for the continuingdevelopment of programs and methods for teaching practical subjects.The provision of six man-years of technical assistance (four man-yearsin industrial education and tvo man-years in agricultural education),therefore, forms part of this project.
3.11 A review of textbooks available in the Spanish language andadaptable to the new curriculum has been completed. A textbook commit-tee, composed of teachers, authors and producers, formed early in 1969,is ensuring timely availability of the textbooks needed in the projectschools.
Administrative and Counselling Staff
3.12 The INEM schools would be large enough to provide administra-tive services appropriate to a modern comprehensive school. The largestof the 19 INEM schools will ultimately have 6,000 students using a shiftsystem; the student body will be divided into administrative sub-unitsof 1,000 students (500 in each shift). This school, for example, willhave 228 teachers, and a non-teaching staff of 134, including 6 vice-principals and 6 counsellors who will each have some teaching responsi-bilities. The student-teacher ratio will be 25:1 and the student-non-teaching staff ratio 45:1 (Annexes 7 and 8), as against 13:1 and 30:1respectively, in existing public secondary schools. The government hasgiven assurances that these economic student-teacher and student-non-teaching staff ratios would be maintained for the project schools.
3.13 Some of the highly qualified trainees in school administra-tion are expected to be appointed principals in the project schools.Assurances have been obtained from the government that suitably quali-fied principals would be appointed not later than six months beforethe opening of project schools. To assure the smooth operation of theseschools, USAID is providing a specialist in school scheduling and expe-rienced US secondary school principals to work with Colombian counter-parts.
3.14 The Ministry of Education has started in-service trainingcourses for counsellors in seven universities. With the output fromthese courses plus those already trained and being trained abroad withUSAID assistance, no shortage of guidance counsellors is foreseen.
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Teachers
3.15 The Ministry of Education is studying a new salary structure andother possible means of improving the conditions of service of teachers inorder to attract full-time, qualified teachers into the public school system.The government has given assurances that it would appoint a majority of full-time, qualified teachers to all project schools before the opening of eachschool.
3.16 The government has expanded the training of secondary schoolteachers at universities, and with the help of a proposed UNDP projecthas further plans for further quantitative and qualitative expansion.To meet the teacher needs for the INEM schools (Annex 9), special acce-lerated in-service training programs have been started at the universi-ties for teachers in academic, industrial, commercial, social service,and agricultural subjects, and are satisfactory. Since the retrainingof teachers without such qualification is not a satisfactory method ofsupplying teachers for agricultural subjects for INEM schools, assuranceswere obtained from the government during negotiations that it would givepriority to "ingenieros agronomos" and "licencidos en ensenanza agricola"in the recruitment of agricultural teachers for the INEM schools.
3.17 If the Ministry continues these in-service programs duringthe next five years as planned, the staffing requirements of INEM schoolswould be satisfied and the entire secondary school system would be provid-ed with administrators, counsellors and teachers trained in comprehensiveschool methods and philosophy. Assurances were obtained from the govern-ment during negotiations that it would continue these in-service programsas planned, and that it would keep the Bank informed of the progress ofthese courses.
Cost of Project
3.18 The total cost of the project is Pesos 225 million, or US$13.0million equivalent; the Bank loan of US$6.5 million would represent 50% oftotal estimated project cost. The estimated capital costs of the variouscomponents of the project are shown in the table below (Annexes 10 and 11give further details).
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Estimated Cost by iiajor Cat ries of Exenditure
Pesos (millions) US$ (millions)% of
CateRories __- __ Local Foreign Total Local Foreign Total Total
(i) Construction
Academic & Comunalfacilities 55.7 27.5 83.2 3.23 1.60 4.83 38%
Staff Housing 0.4 0.2 0.6 0.02 0.01 0.03 -
Site Development 17.7 6.0 23.7 1.03 0.34 1.37 1%
ProfessionalServices 1.6 10.8 0.53 0.10 0.63 5
Sib-total 83.0 35.3 1U8.3 4.81 2.05 6.86 54%
(ii) Furniture 16.1 5.3 21.4 0.93 0.31 1.24 9%
(iii) Equipment 4.7 42.8 47.5 0.28 2.48 2.76 22%
(iv) Technical Assistance 1.0 2.1 3.1 0.06 0.12 0.18 2%
(v) ProjectAdministration 2.3 0.2 2.5 0.13 0.01 0.14 1%
(vi) Unallocated 15.9 9.3 25.2 0.92 0.54 1.46 '12%
Sub-total 123.0 95.0 218.0 7.13 5.51 12.64 100%
(vii) Interest and othercharges duringconstruction - 6.7 6.7 - 0.39 0 39
Total 123.0 101.7 224.7 7.13 5.90 13.03
3.19 The project's foreign exchange costs are estimated at US$5.9million equivalent, slightly more than 45% of the estimated total projectcost. About 9% of the proposed Bank loan of US$6.5 million, abQut us$o.6million, would be provided for local cost financing.
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3.20 The government is providing the school sites without cost tothe project. Suitable sites have been selected for all project schools;six sites have been acquired and no difficulty is foreseen in acquiringthe three remaining sites. The government has given assurances that itwould acquire the remaining sites on or before June 1, 1970.
3.21 The construction cost estimates for the proposed project havebeen derived from school building costs in the first education project,with data on square meter costs adjusted for each type of space and forregional differences in costs. During 1960-67, increase in real wagefor labor was about 3.6% per annum, materials about 2.1% per annum andconstruction costs in real terms about 3.4% per annum; this trend can beexpected to continue. A price increase allowance of 7% (taking into ac-count the construction timing) to cover anticipated real rise in buildingcosts during the period 1969-72, is, therefore, included in the projectcosts. A further 10% has been allowed for unforeseen construction andsite development costs to make a total contingency allowance of 17%. Asimilar percentage has been allowed for furniture.
3.22 Equipment lists have been reviewed and the revised lists arereasonable in scale and estimated costs. An allowance of 10% has beenincluded to cover handling charges and local transportation; 7% to meetthe possibility of rising costs and up-dating of the lists.
3.23 Estimated unit costs on a single shift basis excluding pro-fessional fees and contingencies are as follows:
Unit Cost (in US dollars)Site
Cost Category Unit Development Building Furniture Equipment Total
(i) Academic & Student 88 312 80 176 656Communal place
(ii) Staff Staff 780 4500 1220 - 6500Housing house
These unit costs are comparable to the unit costs of Bank financed comprehen-sive secondary schools in Trinidad and Tobago ($652) and Guyana ($995); theyare slightly higher than the first Colombia education project ($522) becauseof price escalations and some additional instructional equipment includedwithin the proposed project. On a double shift basis, the above unit costsunder (i) will be approximately halved. Schedules of accommodation and spaceallocations allow for intensive use of school facilities on a shift system.Confirmation was obtained from the government during negotiations that ashift system accommodating twice the designed school capacity would be in-troduced by 1978.
3.24 The foreign exchange component has been calculated on the basisof the following percentages of expenditures requiring foreign exchange:(i) construction 33%; (ii) site development 25%; (iii) furniture 25%; (iv)
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equipment 90% (v) technical assistance 65%; (vi) professional fees 15%;and (vii) interest and other charges on the Bank Loan during the construc-tion period up to September 1972, 100%.
3.25 The government should be able to meet the recurrent expendi-tures and also its share of the capital costs of the project (para. 2.07).
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IV. IMPLEMENTATION AND DISBURSEMENT
4.01 Administration: The project unit which is responsible for theimplementation of the first education project, and already establishedwithin ICCE, would continue to be responsible for the implementation ofthis project. The government has given assurances that the postsof: (a) Project Administrator, Project Architect and Project Educator,and (b) an accountant, and necessary supporting staff, will be filled bysuitable staff during the execution. All appointments to the positionsunder (a) would be subject to Bank approval. Salaries of the principalofficers under (a) above and operational expenditures of the project unitare included in the total project cost.
4.02 Professional Services: Consultants from the list approved by theBank for the first project have been engaged for the design and supervisionof the project. The present ICCE staff designed one school in the firstproject, and would be permitted to design a maximum of four project schoolsif its other duties allow. The ICCE organization and the project admin-istrative unit would oversee construction and equipping of the schools.
4.03 Procurement: All contracts for the supply of equipment andfurniture and for the construction of schools would be awarded underinternational competitive bidding. As in the first project: (a)items would be grouped to the extent practicable to form sizable bidpackages and to permit bulk procurement; and (b) similar procedureswould be used for pre-qualification of civil work contractors and selec-tion of consultants. It is unlikely that many foreign bidders, exceptfor equipment, would be interested since Colombia has a well-developedfurniture manufacturing industry and a large, highly competitive construc-tion industry. Domestic manufacturers of furniture and equipment wouldbe accorded a margin of preference which will be the existing rate ofcustoms duty applicable to imported goods or 15% of the c.i.f. landedcost, whichever is the lower.
Disbursements
4.04 The Bank would finance: (i) 100% of foreign exchange costs,for equipment and furniture procured abroad; (ii) cost of technicalassistance and interest and other charges during construction, and (iii)a percentage (30%) of the cost of civil works, professional services,equipment and furniture procured locally, and project administration.In case of a change in the total cost of the project, the percentageunder (iii) would be adjusted at the Bank's option, so that disbursementswould be spread throughout the implementation period, and to the extentpracticable to maintain an average contribution of 50% by the Bank towardsthe total cost of the project up to the amount of the Loan. The fundswould be disbursed over a three-year period (Chart 9); construction shouldbe completed in about 2-1/4 years. Undisbursed funds would be availablefor cancellation.
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V. RECOMMENDATIONS
5.01 During loan negotiations, assurances were obtained fromthe government that it would:
(a) initiate within six months of the signing of theLoan Agreement the formulation of a plan for thelong-term development of a comprehensive secondaryeducation system giving emphasis to industrial andagricultural eeucation and its articulation withthe education offered in such fields at higher levels,and with institutions providing in-service trainingand apprenticeship courses (para. 3.06);
(b) form advisory committees comprising representativesof public and private agencies and enterprises foreach of the project schools before the opening ofeach school, to keep the principal and guidancecounsellors informed about local employment oppor-tunities, to advise in the continuing development ofthe school program, and to assist in vacation em-ployment and placement after graduation (para. 3.07);
(c) appoint suitably qualified principals for the projectschools not later than six months before the openingof each school (para. 3.13);
(d) appoint a majority of full-time qualified .teachersto all the project schtools before the opening ofeach school (para. 3.15);
(e) continue in-service training programs for administra-tors, counsellors and teachers as planned to meet thestaffing requirements of the INEM schools, and thatit would keep the Bank informed of the progress ofthe training courses (para. 3.17); and
(f) continue the project unit established within ICCE forLoan No. 552-CO until completion of this project, andthat appointments to the posts of Project Administra-tor, Project Architect and Project Educator would besubject to Bank approval (para. 4.01);
5.02 The project forms a suitable basis for a Bank loan of US$6.5 mil-lion equivalent for 30 years, including a grace period of 10 years.
APPENDIX A
Education and Training
General Secondary Education
1. The 1968 enrollment was 405,000 or 68% of total secondary en-ro'lment. The output from grade 4 (Plan Basico) was 48,300 and fromgrade 6 (Bachillerato) 26,300. The number of repeaters is high andonly about 30% of the entrants finish secondary education. Of the to-tal output in 1968, 76% of the graduates proceeded to further educationand about 78% of grade 4 output continued to higher grades in secondaryeducation. Existing school facilities are over-utilized and poorlyequipped; many of the schools have no laboratories and workshops, andare in buildings not originally built for educational use.
2. General secondary education has been almost entirely prepa-ration for university studies with the curriculum based on humanities.Syllabuses give very little emphasis to modern society and its needsin agriculture, industry, commerce and social welfare. The methods ofteaching are traditional and examinations encourage rote learning; newmethods are however, being introduced in sciences and mathematics.
Industrial Education
3. The 1968 enrollment in secondary industrial schools was27,800; about 82% were enrolled in public schools. Enrollments havenearly doubled in 5 years; during the same period, however, secondarystudents had increased by 2-1/2 times. Often there are more studentsapplying for first-year enrollment than can be accommodated, but the re-tention rate to second year is only a little over one-half. For furtherprogression in the system, retention rates have been improving over re-cent years.
4. Courses commence after primary education and have two mainsteps. The first five years of study leads to the title of "Experto"and to positions as skilled craftsmen in industry; a further two yearsof study leads to the title of "Bachiller Tecnico" and positions initial-ly as skilled craftsmen with advancement of higher positions after ex-perience. It is still possible to obtain the title of "Perito" afterthe first four years of study, but this level is dying out. In all cases,title-holders enter industry without requiring further training, andsuitable students with "Bachiller Tecnico" can and do enter courses ofsuperior education.
5. The normal specialties of study at both levels are, industrialmetal mechanics, electrical mechanics, metalwork, foundry and auto-mecha-nics. In addition, carpentry is available to the "Experto" level only,and drafting is a specialty in some schools.
6. The standard of training in the secondary industrial schoolsvaries from very good to poor, but there seems to be no difficulty in
APPENDIX APage 2
absorbing available graduates into both local service industries andlarge manufacturing enterprises. It is also likely that courses suf-fer from the absence of any industrial element during the main stagesof the school program.
7. Of the 1,500 students studying for the title of "Experto,"530 entered industry and 940 continued with their studies in 1968.Some 75% were in the mechanical, auto and electrical trades and only5% were carpenters or in the construction trade. The number of gradu-ates as "tecnicos" were 580 with a current growth rate of 30% per year.
8. It is considered that, at the present time, these schoolsfulfill an important function in the supply of trained personnel forindustry at various levels. Since INEM schools will provide an improved,diversified form of secondary education and will only cope with increas-ed demand for secondary education, the industrial schools now in exis-tence will be required for some time to come. They require up-datingin methodology and improving in physical facilities.
Commercial Education
9. The 1968 enrollment in secondary commercial schools was 69,200;about 25% were enrolled in public commercial schools. Enrollments havegrown over recent years, but at an uneven rate.
10. Courses commence after primary education. The recently reor-ganised system consists of a four-year course leading to the title of"Auxiliar" and, a further two year course leading to "Bachiller Comercial."Students completing the six-year course may proceed to university.Courses available are a four year course in administration or a fiveyear course in public accounting. This is now the only method of obtain-Lng the title "Contador Publico."
11. The n-umber of students completing studies as an "Auxiliar" in1968 were 6,900; these students normally find employment as secretaries,typists and book-keepers. The number of students completing the "Bachil-ler Comercial" was 674; these graduates are usually employed as assistantaccountants, statisticians and secretaries. Since some 80% of graduatesare girls, the average length of time in employment is low.
Agricultural Education
12. The total 1968 enrollment of 7,930 represents 2.3% of all se-condary school students. Agricultural education was offered in 69 secon-dary level schools, of these, 46 are official schools.
13. The typical agricultural school operates in a rented buildingwithout laboratories and other special facilities. A 25-hectare farmwith some equipment and livestock is usually available. Where they areproperly equipped they are costly and inefficient, and all schools pro-vide specialized education at too early an age. The quality of the grad-
APPENDIX APage 3
uates is low. The schools do not meet the demand, which is for skilledfarmers or middle-level agricultural technicians.
14. Seven agricultural institutes at senior-secondary and post-secondary level offer specialized training of a terminal character.Enrollment in 1968 was 4,109 and the number of graduates in 1967 was355. The graduates are in demand and find well-paid employment. Threeof the institutes are being developed under a UiDP Special Fund project,and the universities are planning to create new institutes to produceintermediate-level technicians.
15. Integration of agricultural education at the secondary and in-termediate levels should be planned. In principle, the agricultural edu-cation that is given in the first cycle of secondary should be consideredas merely orientative or introductory; that given in the second cycle ofsecondary, such as the INEM's, should be pre-vocational. Only in thepost-secondary stage should the vocational or truly technical agricul-tural education begin, and it needs to be at least of two years durationin order to have more mature persons as graduates who have received ade-quate training.
apprenticeship Training
16. An autonomous government agency (Servicio Nacional de Apren-dizaje, SENA), funded by industry tax, operates training centers through-out the country, giving specialized courses in agriculture, industrialskills and commercial subjects. In 1968, more than 3,800 apprenticesand 92,500 adults were enrolled, and enrollments have not been expandedsignificantly for 1969.
17. Courses for apprenticeship are three years in duration, alter-nating semi-annually between the schools and industry. Commercial coursesare generally three years of full-time attendance at a training center.In addition, many in-service training programs are conducted, generallyof six months duration, but where required, as short as one month. Theentrance requirement for these courses are usually prior employment, andthe actual educational level of the bulk of students in the program issubstantial completion of primary education.
18. The schools have good sites and fine buildings, and they arevery well maintained. There is always sufficient and good equipment,and class sizes are low and suitable for the type of training. Thetraining given is of a high standard and enjoys an excellent reputationamong employers.
Primary Teacher Training
19. Primary teacher training is conducted in a six-year coursefollowing primary education and comprises four-year secondary education(Plan Basico) and two-year professional training. In 1968, the enroll-ment was 54,200 and the output 7,200; girls formed 78% of the enrollment;
APPENDIX APage 4
one-third of the colleges were private; and the total number of primaryschool teachers was 100,630 including part-time teachers or equivalentto about 70,000 full-time teachers. The need for teachers in 1975 willbe about 97,500 full-time teachers with a student-teacher ratio of 40:1(Table A-1).
Secondary Teacher Training
20. Secondary teacher training is conducted in the faculties ofeducation at the universities in four-year courses following secondaryeducation and one-year courses for degree holders. In 1968 the totalenrollment was 6,803 and the number of graduates 872; only 54% of thestudents enrolled in the first year completed the four-year course. Thehigh drop-out rate is, among other things, due to unattractive teachers'salaries. The government is aware of this, and steps are being takento improve the salary structure for teachers. Assistance for improvingteacher training has been requested from UNDP (para. 22).
21. The total number of teachers in secondary education was 58,090including part-time teachers, or equivalent to 44,400 full-time teachers,and the pupil:teacher ratio 13:1 in 1968. About 13,500 teachers areneeded to fill additional needs and replacements during the period 1968-75, provided the pupil-teacher ratio rises gradually to 25:1 (Table A-2).With regular courses and special programs (for training professionalsfrom other careers and for upgrading teachers already in the system) thegovernment plans to train about 13,000 teachers during this period. Ifthe entire output from these courses is absorbed into the teaching forceand all worked full-time, then the percentage of qualified teachers wouldbe 44% in 1975, compared to 25% in 1968.
22. In 1967 the government requested assistance from UNDP to improvethe training of secondary teachers. The project is aimed at: educationalresearch, in-service training of 6,500 administrators and supervisors,training of secondary teachers, and teachers of pedagogical subjects;and specialists in educational and vocational guidance. The proposedcourses are likely to commence soon at the University of Antioquia andthe National Pedagogical University.
23. In addition, special accelerated in-service training courseshave been planned at the universities to meet the teacher needs for theINEM schools:
(a) Industrial: Courses are planned between the facultyof education in seven universities and the faculty ofengineering or the local SENA institute where there isno engineering faculty. The maximum number of placesavailable for the current phase is 330 (requirement for1970 is 85 teachers). The first course commenced inApril 1969 at the University of Antioquia in collabora-tion with SENA and is proceeding very satisfactorily.
APPENDIX APage 5
(b) Commercial: Courses are planned in seven universitiesand are operated in collaboration with SENA. The firstcourse comuenced in March 1969 for teachers of book-keep-ing and enrolled 40 students. The total number of placesavailable in this first phase is 270 (requirement for 1970is 56 teachers).
(c) Social Services: Courses planned in this area are operatedbetween the universities and a local secondary school withhome economics facilities where practical work is under-taken. In the first phase, 185 places are available atsix universities (requirement for 1970 is 27 teachers).
(d) Agriculture: Courses have been planned in four universi-ties or institutes. Places are available for 137 studentsin these courses to cover a requirement of 28 teachers in1970. Although the minimum qualifications for the coursewill be the secondary agricultural diploma together witha minimum of two years' practical experience, some appli-cants will be "Ingenieros Agronomos". A strong effort isnecessary to recruit more "ingenieros agronomos" and"licenciados en ensenanga agricola", since the retrainingof existing teachers without such qualification is not asatisfactory method of supplying agricultural teachers forINEM schools.
(e) Academic Subjects: Courses have been planned to startin August 1969 at 15 universities and 1,450 teachers willbe trained in part-time courses of 4-6 months during oneyear. (Requirement for 1970 is 225 teachers).
COLOIn!BIA
PRBIIARY EDUCATION ENIOLI2TNT AND TEACHERS
W'astage:Teacher/ Output Qualified Teachers Available
-nro~2'eearts , Teachers Pupil of TeachersY; ear -oLnens Needed Ratio Teachers 3, Qaalified Unqualified
1968 2,733,132 70,000 i:40 7,200 1,280 4h,55O 27,500
1967 2,842,000 71,050 1:40 7,200 1,450 48,'470 22,580
1973 2,971,000 74,275 1:40 7,400 1,620 54,220 20,055
1971 3,125,000 78,125 1:40 7,800 1,800 59,8OO 18,325
1972 3,304,000 82,600 1:40 8,200 2,000 65,800( 16,800
1973 3,493,000 87,325 1:,o 8,600 2,150 72,000 15,325
197L 3,693,000 92,325 1:40 9,00 2,350 78,450 13,875
1975 3,900,000 97,500 1:40 9,500 85,100 12,400
1/ 7,over-mment projection. Mission projections1975: 3,952,000.
CD
H
COLOMBIASECONMD,ARY EDUCATION ENROLLIENT AND TEACHERS
OutptofTeac hers_____Teach- Qualified Total Teachers Teach- Teach-erl Emer- In- Teach- No. of Available ers ers
Eiroll- Teachers Pupil Rcgular gency Service ers Teachers Qual- Unqual- Qual- Unqual-vear ment Needed Ratio Program Program Progr&m Total 3% 3 ified ified ified ified
1966 488,000
L967 537,000
L968 587,000 44,400 1:13 1,000 1,000 350 1,300 11,100 33,300 25 75
i969 659,000 47,100 1:14 1,200 1,200 350 1,400 11,750 35,350 25 75
1970 734000 48,900 1:15 1,200 1,200 400 1,500 12,600 36,300 26 74
1971 817,000 48,100 1:17 1,200 150 1,350 400 1,450 13,400 34,700 27 73
1972 910,000 47,900 1ti9 1,300 150 1,450 450 1,400 14,350 33,550 30 70
1973 14007,000 48,000 1:21 1,400 150 1,800 3,350 450 1,450 15,350 32,650 32 68
1974 1100,0ooo 47,800 1:23 1s500 150 1,800 3,450 500 1,400 18,250 29,550 38 62
,975 4200,000 48,000 1:25 1,650 150 1,800 3,600 21,200 26,300 44 56
Additional teachers needed 1968/1975: 48,000 - 44,400 + 9,900 (wastage) 13s500
Source: Asociacion Colombiana de Universidades.
I
APPENDIX B
Manpower Requirements Analysis
1. Employment expansion and manpower requirements posited in thequantitative model used in this report represent a reference frameworkfor educational planning at the level of secondary education in Colombia;the framework involves estimates of the dimensions and rate of employ-ment expansion in the modern component of the economy, as well as judg-ients about the desirable (if not necessary) shifts in its manpower com-position, and of desirable (if not necessary) improvements in educationalattainment of this manpower.
2. Rate of return studies suggest that investment to expand se-condary education seems economically justified and should thus supportthe projection of manpower requirements as equally justified. Due tolabor market distortion, however, not all qualified labor may be imme-diately absorbed. 'lhe manpower requirements projection neverthelessposits a shift in manpower composition of the modern component of theeconomy for 1980, including an increase from 13.0% to 15.7% for mana-gerial, professional and technical manpower and an off-setting relativereduction in white collar workers from 22.7% to 20%, to conform moreclosely to reasonably appropriate international comparisons (Table B-1).
3. The analytical framework consists of projections of economicgrowth, employment expansion and manpower requirements in the modern com-ponent of the Colombian economy over the period 1968-80. With an overallGDP growth rate of 5% annually, the modern component of the econony willprobably increase its output by 5.6% annually if the traditional componentgrows at 2.5% annually (see Table B-2). Given the typical emphasis onmodern component development, this appears as a reasonable assumption.With the conservative assumption of a 2.8% annual growth rate of produc-tivity, modern employment, estimated at 2.1 million for 1968, would riseto 2.5 million by 1975 and to 2.9 million by 1980 (see Table B-3). Man-power requirements are projected to cover replacements and additions inthis segment of the labor force.
4. According to the projection framework, there should be no drop-outs in either the first (four-year) cycle or the second (two-year) cycle,although about 44% of all first cycle students would be expected to ter-minate their formal education upon completion of fourth grade. Aboutone-fourth of those who enter employment upon completion of the firstcycle would be in white collar (clerical and sales) occupations, whilethree-fourths would be blue-collar workers (in many different occupations).
5. The projection of actual output of the existing school system(para. 2.03) indicates that neither quantitative targets nor qualitativeimprovement objectives of the projection would be met without considerableenrollment expansion and strenous educational reform. The 19 INEM, how-ever, will help nearly to attain the target for secondary school gradu-ates, particularly as they will implement the planned redistribution ofgraduates away from the academic and toward the vocational branches.
APPENDIX B
Page 2
Quantitative shortages, according to the comparative projections of re-
quirements for and output of four-year secondary school leavers - in-
cluding the 19 INEM schools will total almost 185,000 by 1980 (three-
fourths of them in blue-collar occupations). This deficit will have to
be made up through training programs by SENA and through on-the-job
training of primary school graduates entering employment directly. The
experience and capacity for expansion of SENA promises to go a long way
toward providing training for workers who have not been able to attain
at least a four-year secondary education.
TABLE B-1
INTERNATIONAL COMPARISCN OF MANPOVER STRUCTURES
Colombia(Estim. 1963)
(modern Canada Sweden Puerto Ricoemployment) (1960) (1965) (1960)
(i) High-level manpower
Administrative andmanagerialpersonnel 3.5% 7.7% 2.2% 3.2%
Professionals andtechnicians 9.5% 10.6% 15.3% 7.8%
Sub-total,high-level manpower 13.0% 18.3% 17.5% 11.0%
(ii) Vocational manpower
White collar workers 22.7% 19.7% 18.8% 18.3%
Blue collar workers 64.3% 62.0% 63.7% 70.7%
Sub-total,vocational manpower 87.0% 81.7% 82.5% 89.0%
Total (i + ii) 100.0% 100.0% 100.0% 100.0%
Source of comparison data: ILO Yearbook 1968
Colombian estimate from D. K. Zschock, Manpower Perspective of ColombiaPrinceton: Industrial Relations Section, 1967, P. 72.
TABLE B-2
ESTIMATED GROWTH OF GD? AND EMPLOYMENT EXPANSION BY MODERN ANDTRADITIONAL COMPONENTS OF THE COLOMBIAN ECONOMY, 1963-80
Average Annual1963 Growth Rate 1980
Components Total Percent 1963-80 Total Percent
Gross Domestic Product(in 1958 pesos OO0)
Modern Component 20,900 79.7 5.6 52,015 86.5Traditional Component 5,338 20.3 2.5 8,122 13.5
Total GDP 26,238 100.0 5.0 60,137 100.0
Labor Force Expansion(totals in I000)
M4odern Component 1,800 36.1 2.8 2,880 35.0Traditional Component 2,548 51.2 2.5 3,880 4L7.1
Total Emloyment 4,348 87.3 2.7 6,760 82.1
Unemployed 632 12.7 L 1,471 17.9
Total Labor Force 4,980 100.0 3.0 8,23}. 100.0
Average Productivity(in 195$ pesos '000)
Modern Component 10.8 2.8 17.0Traditional Component 2.1 0.0 2.1Overall Average 5.7 2.3 8.6
Source: Adapted, with modifications, from D. K. Zschock,Manpower Perspective of Colombia, Princeton: Industrial RelationsSection, 1967, p. 60.
TABLE B-3
PROJECTION OF EIPLOYMENT EXPANSION IN MODERN COMPONENT
OF THE COLON3IAN ECONOMY, 1963-80
(Totals in thousands)
Avera-eAnnualRate of
1963 1968 1975 1980 Expansion1Economic Ocitor Total % Tot altal , Total %0 1963-80
Agriculture 430 22.8 45k3 21.9 520 20.8 560 19.4 2.0
1i:ining 30 1.7 32 1.6 34 1.k4 35 1.2 1.0
ianufacturing 281 15.6 323 15.6 391 15.6 450 15.6 2.8
Construction 85 4.7 106 5.1 144 5.7 180 6.3 4.5
Public Utilities 20 1.1 26 1.3 36 1.4 45 1.6 5.0
Transportation& Comnmunications 194 10.8 223 10.8 270 10.8 310 10.8 2.8
Commerce 300 16.7 374 18.1 509 20.3 635 22.0 4.5
Services & Others 480 26.6 527 25.6 602 24.0 665 23.1 1.9
Total 1,800 100.0 2,064 100.0 2,506 100.0 2,880 100.0 2.8
Source: Adapted, with modifications, from D.K. Zschock, Manpower Perspective ofColombia, Princeton: Industrial Relations Section, 1967, pp. 64-65.
APPENDIX C
Characteristics of Project Schools Location(See also Annex 6 and Map)
1. Economic demand for middle-level manpower with secondary educa-tion is evident primarily in enterprises that are either being newly es-tablished or significantly expanded. Economic expansion is strongest andmost diversified in the largest urban centers -Bogota, Medellin, Cali,and Barranquilla - and considerably less vigorous and diversified in othercities. Nonetheless, the eight cities - other than Bogota - in which thesecond group of INEM schools are to be built, have good prospects for eco-nomic expansion. The building of a second INEM school at Bogota is timelyand it would help in providing some of the additional student places need-ed. Even with both the INEM schools operating on a double shift basis,the 12,000 additional places would represent only 7% of the total secondaryenrollment in Bogota in 1975, or 13% of the additional places required dur-ing the period 1968-75.
2. The three cities of Armenia, Pereira and Manizales in the Caucavalley together constitute a belt of industrial and agricultural devel-opment that may eventually rival Cali in importance. Manizales, the larg-est of the three cities, is the commercial center of the region; Pereirais at the hub of a regional transportation network; and Armenia is theregion's coffee export center.
3. Ibague and Neiva are two small urban islands in backward butdeveloping regions of the country. Ibague is a growing commercial andtransportation center. Neiva serves a role similar to Armenia as anagricultural export center, but in this case for the cattle industry ofthe southeastern plains of Colombia (llanos). The city is also theclosest urban center to new oil explorations in Putumaya and to an im-portant tourist area in nearby San Agustin.
4. Tunja is important as a commercial center for the region's agri-cultural production and as a university town; it also anchors a newly de-veloping industrial belt that may connect it to smaller but more industrial-ly developed towns to the north. Popayan has considerable attraction as atourist center, but limited industrial development prospects. Villavicencio,located at the western fringe of the llanos, is potentially important asa commercial center. Each of these three cities is important as a supplierof migrants to larger urban centers. If more of this manpower can be train-ed before migrating, it could help both migration to and unemployment inthe larger cities. Moreoever, if these cities expect to attract industryand tourism (in the case of Popayan and Tunja), they must have the capa-city to prepare their own manpower resources.
COLOBfIAEMR0OLL-2IET BY' GRADE ABT) CWTTROLLINTG AUTHORITY 1968
A. Primary Education
Sub-Total % ofGrade 1 Grade 2 Grade 3 Grade h Grade 5 Boys Girls Total Total
Public 1s108,024 1,105,376 2,213,b00 80.9
Priar e _25,400 2641600 520,000 l1.1
Total 1,056,080 659,460 t419,150 317,850 250,860 1,363,4124 1,369,976 2,733,400 100.0
B. Secondary Education
Total TotalFirst Second Total % of
Grade 1 Grade 2 Grade 3 Grade 4 Cycle Grade 5 Grade 6 Cycle s Girls Total Total
Public 158,210 114,580 272,790 46.5
Private 138,319 175,591 313,910 53.5
Total 213,937 129,291 91s796 66,840 501,860 48s,496 36,344 84,840 296,529 290,171 586,700 100.0
Source: Oficina de Planeamiento
ANNEX 2
COLOMBIA
ENROLLMENT BY TYPE AND CONTROLLING AUTHORITY, 1968. SECONDARY EDUCATION
f of AgeGroup 12-17 1/ Pupil/Teacher
T2ype Enrollment in School Teachers- Ratio
GeneralPublic 177,550 12,860 14:1Private 228,230 25,740 9:1Sub-Total 405,780 14.5 38,600 11:1
Teacher TrainingPublic 38,590 3,338 12:1Private 15,610 2,069 8:1Sub-Total 54,200 1.9 5,407 10:1
TechnicalPublic 34,200 3,298 10:1Private 15,360 2,128 7:1Sub-Total 49,560 1.8 5,426 9:1
CormmercialPublic 16,270 1,350 12:1Private 52,960 6s493 8:1Sub-Total 69,230 2.5 ,843 9:1
AgriculturePublic 6,180 644 10:1Private 1,750 170 10:1Sub-Total 7,930 0.3 814 10:1
To`talPublic 272,790 9.8 21,490 13:1Private 313,910 11.2 36,600 9:1
Grand Total 586,700 21.0 58,090 10:1
Source: Oficina de Planeamiento.
1/ Part-time teachers included.
ANNEX 3
MANPOWER TARGETS IN MODERN EMPLOYMENTIN COLOBIA FOR 1980
(Totals in thousands)
Target Retention NetDistribution from 1963 Requirements
Percent Total Employment by 1980
(i) High-level manpower
Administrative andmanagerial personnel 4.2 121 46 75
Professionals andtechnicians 11.5 333 100 233
Sub-total, high-levelmanpower 15.7 454 146 308
(ii) Vocational manpower
White collar workers 20.0 576 310 266
Blue collar workers 64.3 1,850 880 970
Sub-total, vocationalmanpower 84.3 2,426 1,190 1,236
Total (i + ii) 100.0 1,336 1,544
Source: Adapted from D. K. Zschock, Manpower Perspective of Colombia,Princeton: Industrial Relations Section, 1967, pp. 51-82.
COLOMBIAMINISTRY OF EDUCATION BUDGET, 1964-68 AND
MISSION PROJECTION OF EXPENDITURES TO 1975(in current Pesos million)
Min. of Educ. Budget Recurrent Investment Investment as
Year Total % of Natl. Budget Expeenditure nditure % of Total Exp.
1964 728.3 13.5 624.5 103.8 14.3
1965 782.2 15.7 705.8 76.3 9.8
1966 956.6 12.4 871.9 84.8 8.9
1967 1,056.9 12.9 928.6 128.3 12.1
1968 1,340.1 12.1 1,150.1 190.0 14.2
(Projection in constant 1968 pesos)
1969 1,375.1 12.3 1,242.1 133.0* 9.7
1970 1,539.0 12.7 1,341.5 197.5* 12.8
1971 1,751.4 13.7 1,448.8 302.6* 17.3
1972 1,807.5 13.5 1,564.7 242.8* 13.4
1973 1,988.1 13.7 1s689.9 298.2 15.0
1974 2,147.1 13.8 1,825.1 322.0 15.0
1975 2,318.9 14.1 1,971.1 347.8 15.0
* Ministry of Education projection.
Explanation: GDP growth rate assumption is 5% annually, and the national budget isassumed to remain a constant proportion of GDP (11.5% in 1968). Growth rate projectionof current expenditures for 1969-75 is at 8% annually in real terms. The average annualgrowth rate of recurrent expenditures for 1964-68 was 20%, or 8% annual increases in
real terms with a 12% rate of inflation. The Mission's projection of investment expendi-
tures at 15% of the Ministry's total budget for 1973-75 is strictly arbitrary.
COL0'3IAOUTPUT OF STUDEITS FROK PROJECT SCHOOLS
(Fally functioning with double-shift operation)
SECOND PROJECT SCHOOLS
1 2 3 4 6 7 8 9
School/ Humani- Metal Electri- Construc- Industrial Com- Agri- Social Total Total
Erollment ties Science M4echanics ctvY tion Chemist mercial culture Services Col.1-9 Col. 3-9
A B A B Bh A BA 3 q B _TA B A B A B A B
Bogota 108 22 108 22 - - 140 32 70 14 70 14 220 36- - 70 14 786 154 570 1106,000 14% 14% 18% 9% 9% 27% 9%
Manizales 60 20 60 20 104 24 - - - - 104 24 112 26 - - 70 16 510 130 390 90
4,000 12.%5 -6 12. 20% 20% 2165% 136%
Armenia 46 14 46 14 - - - - - - - - 80 22 140 32 70 16 382 98 290 70
3,000 12.5% 1265% 21% 26% 18%
Ibague 46 14 46 114 70 16 - - 70 16 - - 80 22 - - 70 16 382 98 290 70
3,000 12.5% 12.5% 18% 18% 21% 18%
Neiva 46 14 46 14 - _ 80 22 140 32 70 16 382 98 290 70
3,000 126.5 1265% 21% 36% 18%
Pereira 46 14 46 14 - - 70 16 70 16 - - 80 22 - - 70 16 382 98 290 70
3,000 12.5% 1265% 18% 18% 21% 18%
Popayan 46 14 4614 - - - - - - - - 80 22 140 32 70 16 382 98 290 70
3,000 1265% 1265% 21% 36% 18%
Tunja 46 14 46 2.4 80 22 1 - - 140 32- - 70 16 382 98 290 703,000 12.5 1265% 21% 36% 18%
Villavicencio 46 141 46 14 - _ 80 22 1)40 32 70 16 382 98 290 70
3s000 1256% 1265% 21% 36% 181%
Total 490 1)40 490 140 254 62 210 48 210 46 174 38 952 225 560 128 630 1)2 3,970 970 2,990 690
A : Number of students completing sixth year.B : Number of' students completing fourth year, but not completing sixth year.%: Proportion of students -erolled in each specialty.
ANNEX 6COLOMBIA
SECONDARY SCHOOL ENROLInT IN DEPARTMENTS WHE PROJECT SCHOOLSARE LOCATED, IN 1968 AND PROJECTED FOR 1975
Total Secondary Project SchoolName of School Project Options Offered School EnrolLment EarolLment
and School in in Department as % of 1975Department 3hwollment Project Schools 1968 1975 Enrollment
HUM 14% SC 14%BOGOTA 2 x 6 ,00 )V/ IND 36% CaM 27% 125,000 224,000 5%(Cundinamarca) AGRI - SOC 9%
HMN 13% SC 13%MANIZALES 4,ooo IUD 40% COM 21% 22,000 48,000 9%(Caldas) AGRI - SOC 13%
HLUN 13% SC 13%ARFINTA 3,000 fID - COM 20% 9,000 21s000 15%(Quindio) AGRI 36% SOC 18%
HUM 13% SC 13%IBAGUE 3,000 hIND 36% COM 20% 214,000 57,000 5%(Tolima) AGRI - SOC 18%
HUM 13% SC 13%NEIVA 3,000 n-TD - COM 20% 11,000 29,000 11%(ilui2a) AGRI 36% SOC 18%
HUM 13, b SC 13%PEREIRA 3,000 IND 36% COX 20% 13,000 30,000 10%(Risaralda) AGRI - SOC 18%
HUNM 13% SC 13%POPAYAli 3,000 M) - COM 20% 13,000 27,000 11%(Cauca) A(iI 36% SOC 18%
HUN 13% SC 13%TUNJA 3,000 IOD 20% COM 36% 29,000 73,000 4%(Boyaca) AGRI - SOC 18%
HUM 13% SC 13%VILIAVICENCIO 3,000 IND - COa 20% 3,000 9,000 34%(Meta) AGRI 36% SOC 18%
TOTAL 31,000 249,000 518,000 6%
37,000/ 7
l/ Includes first project school in Bogota.
CLOMBIA
TElCHERS REQUIRED FOR PROJECT SCHDOLS
(Fully functioning with double-shift operation)
SBCOND Y40JECT SCHNCqi
School gota Manizales Armenia Ibague Neiva Pereira Popayan _____ T a VillavicencioEnrollment 6,000 4,000 3,000 3,000 3,000 3,000 3,000 3,000 3,000
Project Recom- Project Reco - Project Recoin- Project Recoc- Project Recon- Project Recou- Project Recom- Project Recom- Project Recom-Appli- mend- Appli- mend- Appli- mend- Appli- mend- Appli- zend- Appli- nend- Appli- mend- Appli- mend- Appli- mend-
Subject cation ation cation ation cation ation cation ation cation ation cation ation cation ation cation ation cation ation
Spanish &Langnages 6c 46 46 32 34 24 34 24 34 24- 34 24 34 24 34 24 34 24
Mathematics 32 20 30 14 22 12 20 12 22 12 20 12 22 12 20 12 22 12
Science 54 28 38 24 22 14 22 14 22 14 22 14 22 14 22 14 22 14
SocialScience 32 22 24 16 20 12 20 12 20 12 20 12 20 12 20 12 20 12
Religion 20 16 16 12 12 8 12 8 12 8 12 8 12 8 12 8 12 8
Masic 8 ) 6 ) 4 ) 4 ) 4 ) 4 ) 4 ) 4 2 4) 36 )24 )18 818 18 )18 ) 18 )18
Art ) 12 ) 8 ) 6 ) 6 ) 6 ) 6 ) 6 ) 6 ) 6
PhysicalEdncation 26 16 16 10 12 8 12 8 12 8 12 8 12 8 12 8 12 8
Industrial 44 30 28 24 10 4 34 26 10 4 24 20 10 4 22 114 10 4
Comercial 38 20 26 10 20 8 20 8 20 8 20 8 20 8 26 10 20 8
SocialService 24 8 24 8 24 8 24 8 24 8 24 8 24 8 24 8 24 8
Agricultural 6 2 6 2 16 12 6 2 16 12 6 2 16 12 6 2 12 12
TOTAL -372 228 278 166 210 120 222 132 210 120 212 126 210 120 z21 VA 206 120
Student:Staff (16:1) (26:1) (1141) (24:1) (14 1) (25:1) (14:1) (23:1) (14:1) (25:1) (14:1) (24:1) (14:1) (25:1) (14:1) (25:1) (15:1) (25:1)
Source- Mission calculations.
ANNEX 8
COLOMBIA
NON-TEACHING PERSCNNEL REQUIRED FOR PROJECT SCHOOLS(Fully functioning with double-shift operation)
SECCND PROJECT SCHOOLS
ProJect Request Mission CalculationsAdminis- Secretarial Adminis- Secretarial
School Enrollment trZatiVe as1d Other trative and Other
Bogota 6,000 42 124 40 94
Manizales 4,000 36 124 28 62
Armenia 39000 32 90 24 44
Ibague 3,000 32 90 24 44
Neiva 3,000 32 90 24 44
Pereira 3,000 32 90 24 44
Popayan 3,000 32 90 24 44
Tunja 3,000 32 90 24 44
Villavi-cencio 3,000 32 90 24 4
Total 31,000 302 878 236 464
Administrative personnel required for full operation:
1. Rectors and Vice-rectors 80
2. Counsellors 62
3. Librarians 18
4. Other directive staff 36
5. Specialized services 40
COLOMBIDA
19 I:E I SCHOOLS
TeachersRe-aired Acade-mic SOZa1 Agri- ther
2/for Subject.s- Industrial Co-niLercial Ser-vices cultlmral Subbcts- Totals
First ProjectSchools 1970 225 85 56 27 28 116 537 537
1971 207 48 38 21 13 83 410 )
) 765Second Project 7Schools 1971 166 49 22 27 17 74 355 )
1972 145 16 22 9 12 61 265 265
Total required 743 198 138 8 70 334 1,567
Planned Output fromIn-Service and INEMTeacher Training Program 1,450 330 270 185 137 545 2,917
1969
1/ Includes Spanish, Languages, Social Science, Mathematics a-nd Science.
2/ IEncludes Art, MNusic, Religion, Physical Education.
ANNEX 10
COLOMBIA
COSTS FOR TECHNICAL ASSISTANCE AND PROJECT ADMINISTRATION
A. Technical Assistance
The estimated cost is US$180,000 made up as follows:
(i) 4 man-years of expertsin industrial education
4 man-years x $30,000 US$120,000
(ii) 2 man-years of experts inagricultural education
2 man-years x $30,000 US$ 609000
Total US$180,000
The above are intended to complement and supplement thetechnical assistance provided by USAID.
B. Project Administration
Project admin.istration costs are based on the followingestimates:
(i) Salaries, wages US$115,000
(ii) Operational expenditures(subsistence, travel, supplies,
etc.) US$ 20,o000
(iii) Equipment Us$ 5000
Total US$140,000
OWMBIA SECOND EDUCATION PROJECT
SUMMARY OF ESTIMATED PROJECT COSTS
(in thousands of Cola,sbian Pesos and U.S. Doflars)
Cost of Total Cost of Cost ofCost of Sits Professional Physical Technical Total Cost of
Enroll_nt Area (s) Development Cost of BuSdiags Cost of Furniture Cost of Eauipnnt Services Fcilities Assistance Proiet ItmAcademic Academic Acadesic
FROJICT I8M2 Single Double Student and Staff Total and Staff Total and Staff TotalShift Shift Place Tatal Total (Pesos) Counal Roust (Pe Co_sanal Housi (Pos) Commal Honi (Paos) Total (Pesos) (Peaes) (USs P
rxr- ~(51 ) (2) ( T (1) ( 9 ) (11) (12) (13) (14)- (16) S19) (20)
A. COHPREiSIlVE SECONDARY
BOOOTA SCHOOL 3,000 6,ooo 6.1 18.300 2,500 13,140 - 13,140 3,330 - 3,330 6,748 - 6,748 1,564 27,282 1,582 - 27,282 1,582
MIZA73 SCHDOL 2,000 4,000 6.9 13,800 3,800 10,170 - 10,170 2,553 - 2,553 6,150 - 6,150 1,397 24,070 1,395 - 24,o70 1,395
ARXENIA SCHOOL 1,500 3,000 8.2 12,400 2,500 0,384 156 8,540 2,138 84 2,222 4,923 - 4,S923 1,104 19,289 1,118 - 19,289 1,118
IBA3VR SCH00L 1,500 3,000 8.1 12,200 2,500 8,726 - 8,726 2,155 - 2,155 4,988 - 4,988 1,123 19,492 1,130 - 19,492 1,130
NEIVA SCHOOL 1,500 3,000 8.2 12,400 2,500 8,464 150 8,614 2,148 84 2,232 4,924 - 4,924 1,115 19,385 1,124 - 19,385 ).,124
PEIRIA SCHOOL 1,500 3,000 8.1 12,100 2,500 8,510 _ 8,510 2,265 - 2,265 4,875 - 4,875 1,101 19,251 1,116 - 19,251 1,n6
POPAYAN SCHOOL 1,500 3,000 8.2 12,300 2,500 8,055 150 8,205 2,130 84 2,214 4,919 - 4,919 1,071 18,909 1,096 - 18,909 1,096
TUNJA SCWIOL 1,500 3,000 8.o 12,000 2,400 8,840 - 8,840 2,202 - 2,202 4,S80 - 4,980 1,124 19,546 1,133 - 19,546 1,133
VILLAVICENCITO SCHOOL 1.500 3.000 8.2 12.300 2.500 8.972 160 9.132 2,110 84 2.194 4.923 - 4.923 1,163 19.912 1.154 - 19.912 1.154
SV8-TOTAL 15.500 31.,000 17,800 23,700 83,262 616 83.877 21.031 336 21,367 47.430 - 47.430 10.762 187.136 io.8188 - 187.136 i0.848
B,. TS:IICiAL ASSISTIACE
TECHIIICAL EDUCATIONADVISORS (6 mn-years) - - - 3,105 3,105 180
C. PROJECT UNIT COSTS _ - - _ _ - _ _ _ _ _ - 215 - - - - 2,555 148
SOB-TDTAL 23,700 83,261 616 83,877 21,036 336 21,368 47,430 - 47,645 10,762 187,136 10,848 3,105 192,796 11,176
CONTINOBNC! ADOUNT 4,029 14,154 105 14,259 5,576 57 3,633 3,320 - 3,335 - 25,256 1,464 - 25,256 1,464
CONTINUUCr PERCXNAOE (17%) (17%) (17%) (17%) (17%) (17%) (17%) (7%) - (7%) - - _ _ _ _
TOTAL 27,729 97,415 721 98,136 24,612 393 25,001 50,750 - 50,980 10,762 212,392 12,312 3,109 218,052 12,640
FOREIGN ElCHNOB AUNIIT 6,932 32,147 238 32,385 6,153 98 6,251 45,675 - 45,882 1,614 93,064 5,395 2,018 95,082 5,512
FOREIGN XlCHANOE PERCENTAOE (25%) (33%) (33%) (33%) (25%) (25%) (25%) (90%) - (905) (15%) (66%) (66%) (65%) (66%) (66%)
Interest anda oter charges durin nWtructio 6,728 -390
Grand Total 226.780 13.030
CHART I
I0 I''
S40 0
I I I 0~~~~~~~~~~.
10~~~~~~~~~~~~~
10 ~ ~ ~~~~~~~00ui 0 Z 10a I 0I
0 W ~ ~ I 0 I~ 040
z 55~~~~ (4= 00 z(
0 ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~~ 2
io 0 n~~ ~0 0
_ ~~~~~~~~~~~~~~~
0 2 ~ ~ ~ 0cO4
LI~~~~~~~~~~~~~
co.- (4---- ---2 0~L- - - - - - - - - - - - - - - - - - - - - - - - -
L - - - - - - - - - - -- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
COLOMBIA: STRUCTURE OF EDUCATION, 1968
SECONDARY INDUSTRIAL
POSTSECONDARY INSTITUTES
SECONDARY AGRICULTURE {2 Commerce, Education, Fbrestry, Industry, Social Services, Agriculture
_ -M - 3 Commerce, Industry, Nursing, AgricultureAgricultural Schools Agricultural Institutes
I 2 3 4 Education, Social Services
SOCIAL SERVICES
_~~~~~ .
I 2 3 4 Administration, Arts, Education, Social SciencesPRIMARY EDUCATION GENERAL SECONDARY
Agriculture, Architecture, Engineering. Law,Odontology, Pharmacy, Science, Theology
Plan Basico Bachilleroto 25 Medicine
PRIMARY TEACHER TRAINING, COMMERCIAL
RELIGIOUS EDUCATION RELIGIOUS EDUCATION
School Starts at age of 7
O - Examinations
V - Restricted entrance to higher schools
V - General entronce to higher schools
(R)IORD-4503 NProject schools will offer a plan similar to general secondary with both academic and technical options,
COLOMBIA: POPULATION PYRAMID1964 CENSUS AND 1984 PROJECTION
AGEIN YEARS
80 +
75-79 I
75 79 ~~~~~MALES t FEMALES
|60 64 _t _
r-
70-74 194CNU
45-49
| o-s4 ~~~~~~1984 PROJECTION >l
40-644MLSFjEAE
35-39~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~I
30-34 1964 CENSUS40-244
15-39
30-14
25-29
0-4~~~~~~~~~~~~~~~~~~~~~~~~~~~~~-L
15 00-001900 100 001,010-14 I~~~~~~~~~HOSNS FPESN
-J L …~~~~~~~~~~~~~~~~~~~~~~~~~~~(3 )BD 3 7
COLOMBIA: PRIMARY SCHOOL ENROLLMENT, 1955 - 75(MILLIONS OF PUPILS)
5 l l I I C I, -
80% OFAGE GROUP7 -lI Years
4 _ 4
1968: 501% ARE GIRLS , 019.0% ARE PUPILS IN PRIVATE SCHOOLS 7 O
700/ OFAGE GROUP7 -I Years
2 2
0 I . l l I . l l 0'55 '56 '57 '58 '59 '60 '61 '62 '63 '64 '65 '66 '67 '68 '69 '70 '71 '72 '73 '74 '75 C
(4R) IBRD - 3685
COLOMBIA: SECONDARY SCHOOL ENROLLMENT, 1955-75(THOUSANDS OF PUPILS)
1,400 x l l 1,400
300/ OF
1,200 AG 1,200
a
1,000 001968: 49.4% ARE GIRLS
53.5% ARE PUPILS IN PRIVATE SCHOOLS
800 800INEM
ow ~~~~~~~~~~~~~~COM PREH E NSIVyE
600 600
400 400
200 200
0 0'55 '56 '57 '58 '59 '60 '61 '62 '63 '64 '65 '66 '67 '68 '69 '70 '71 '72 '73 '74 '75 0
(2R)IBRD -3686
COLOMBIA: UNIVERSITY AND OTHER POSTSECONDARY EDUCATION ENROLLMENT(THOUSANDS OF STUDENTS)
200 | I E I I I I E I I I I 200
180 : 180
160 160
140 < _ 140
120 _ a 120
100 _ 7 100
1968: 46% OF THE STUDENTS IN PRIVATE INSTITUTIONS
80 80
60 _ 60
40 40
20 I 20
0 0'55 '56 '57 '58 '59 '60 '61 '62 '63 '64 '65 '66 '67 '68 '69 '70 '71 '72 '73 '74 '75
SOURCE: Officina de Ploneamiento
(2R)IBRD-3687
COLOMBIA: SCHOOL ENROLLMENT BY GRADE, INCLUDING GENERAL SECONDARY, TECHNICALAND TEACHER TRAINING IN 1968 AND PROJECTED FOR 1975
7,
6
5!
POSTSECONDARY 4
3
2
6
5I
SECONDARY ---
05 _2__, t 1~~~~~~~~~~~~~~968 1975
PRIMARY g 3 _
2
t 2X gg WS////////////1///////////////////////W////////////m---------- -------
0 4.6. . 1.2 1.4YEAR MILLIONS OF PUPILS
1968 1975
NOTES. TOTAL ENROLLMENTS: Primary Grades 2,733,000 3,950,000 cSecondary Grades 587,000 1,200,000 Postsecondary Grades 62,000 199,000 2IBD38 m
…-~~~~~~~~~~~~~~~~~~~2)BD38
COLOMBIA: FLOW CHART FOR SECONDARY EDUCATION
INSTITUTES OF HIGHER EDUCATION
YEARS IINTENSIVE 6 MTLINDUSTRIAL ANIMAL HGMENIT
PRE-VOCATIONAL - HUMANITIES SCIENCE ME ELECTRICry CONSTRUCTON CEMIS SECRETARIAL OOK-KEEPING FARMING HUSBANDR HEALTH DEVLOPM ENT
PRE-VOCATIONAL D E C S HML AREA } ~~~~ACADIEMIC INDUSRIAL COMMERCIAL AGRCULTURAL SO5CIAL SERVICES |
FIRST DECISION I
ExPLoRAToRY 2 EIGHT EXPLORATORY COURSES OF
COURSES NINE WEEKS EACH L
.~~ ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ 4
1 ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~- 0
GRADES._I
5 ~~~~~~~~~~~~~~~~~~PRIMARY4-V TNA EDUCATIONI
18RD - 4501 (2R) CD
COLOMBIA: SECOND EDUCATION PROJECT
IMPLEMENTATION * EXPENDITURE' DISBURSEMENTYEAR YEAR YEAR
I Z 3 4 5 6 7 8 9 10 II 12 I 2 3 4 5 6 7 8 9 10 11 12 I 2 3 4 5 6 7 8 9 10 II 12
t ~ ~ ~ ~~~~~~~~~~~~~~~- 13.0SURVEY AND .::::.t:.:...0~
PREPARATION OF SITES K t |- ' tTECHNICAL ASSISTANCE 1 /
ADMINISTRATION z~PROGRAMMING ANDARCHITECTS BRIEF |PRELIMINARY DESIGN O f /
FINAL DESIGN 0|
WORKING DRAWINGS ANDCONTRACT PREPARATION52
FURNITURE AND EQUIPMENT
TENDER AND 0 GUARANTEE PERIOAWARD CONTRACT Y -0
CONSTRUCTION
1.0~~~~.L~~~~~~; , Lie ._J,M000, ~~~~~~~~~EFECTS AND LIABILITY PERIOD
EXPENDITURES (Cumulative) DISBURSEMENTS (Cumulative) 0(IN MILLIONS OF (IN MILLIONS OF I
U.S. DOLLARS) U.S. DOLLARS)
(R) IBRD -4500
COLOMBIASECOND EDUCATION PROJECT
LOCATION OF COMPREHENSIVE4' I ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ECON OARY SCHOOLS
0 0 First Project Schools
c I-' ~~~~~~~~~~~~~Second Project Schools
A INHABITANTS PER KM?
B i Ste. r-- - - - - - -
i77 1- 20
21- 40
"x1 \\\ n \\\ S ;, S A N T A N DE R . A R A U C A41- 8
81 and over
.~~~~~~~~~~~~~~.
8 ~~~~NORTE\ 1
C 0 D 0B A% 1~ _ I SAN?ANDER"~
4 ~ ~ ~ ~ ~~ ~- - -. - - - - - 3. Meeli 11.Raniale
I ., .WX -t ,^1. ..\x.t ol~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~.... ..... ...,
I~~~~~~~~~~~~~~~~~~~~~~~luoossg I
yy
A' 1I 8 ~ ~ ~ ~ ~ V ICH
'I 3,1~~~~~~~~~~~
~~~~'~~~~~~~~I4>( ~ ~ ~ ~ ~ ~ ~ ~ AQI N I
POPBA4IO .. ~~~~~~~~~~~~~~DSTI~UIN FOPIN
4 P A-Schools with Industrial,Ccommercial and Social ServicesFirst Project Schools Second Project Schools
2. Call 11. M4anizales3 Medellin 12. ~~Pereira4: Barranquilla 13. Ibague
A 4 I N 0~~~~~~~~~~~~~~~~~~NScol 5. C
C- Schools with SnctllAgricultcral,Cocoercial andSoilercs
C A Q U E T A ~~~~First Project SchoclsSe.dPoec hol
0 D 10~~~~~~~~~~~~~ ~ ~~.BuSant ana Maria 'e iak 15Neiv
0 50 00 150 200 AMA 0 ON AS "N~~~~~~~~~~~~~~~~~16 Pps a
HILOMETERS ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~~8.VlaicniAUGUST 1969 ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ -Shol IdsrilArc.trl,o.ria anD26l