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vca..cational. Train~g

Booker washington Institute Kakata, r..iberia

PRcaECT PAPER

669 - 0131

volume II

May 23, 1978

\

.. Volume II

ANNEX E Bibliography

ANNEX F Technical Details

section I Excerpts from II Indicati ve Nanpo~ler Plan of Liber5.a. for ·che Period 1972 ... 1982", June 1974

Section II Executive Order Establishing National Council for vocational and Technical Ecucation and TraL~ing

Section III Excerpts from ::National Education Plan" on vocational Ec1uca:i:ion

Section IV BWI OCCL1pational Profiles

ANNEX G Background Information

section I Excerpts from "Netf Directions for Education and Training in Liberia ... A llrelim.ina:ry Survey", Harvard Institute for International Development, JanuaJ:".! 30, 1976

section II Highlights in Bt'JI Histozy

ANi'lEJ~ H B'NI Detai1.ed Budgets (1978-1.983)

section I B1I OoL~erating BUdget section II mvI Capital Budget

A,j:.ThlEX I Grantee· Request for Assistance

ANNEX J other Donor Assistance

Al:-lNEX X List of U. S.-Funded Commodities (Illustrative)

ANNEX L BWI Et;pipment Inventory

ANNEX E

BIBLIOGRAPlr.!

.. 1. Harvard Institute for International Development, "New Directions for

Education and Training in Liberia: A Preliminary survey"; Monrovia:

January 30, 1976.

2. Ministry of Education. "Draft Long Range Education Plan 1976-1985" i

2 Volumes r March 1, 1976.

3. Ministry of Planning and Economic Affairs, "Indicative Manpower plan

of Liberia for the Period 1972-1982"; Monrovia: June, 1974.

4. Ministry of Planning and Economic Affairs, "Indicati ve Program of

~chnical and Economic cooperation Between the Government of Liberia

and the Government of the United states of America 1976-1978",

September I 1976.

s. Ministry of Planning and Economic Affairs (Manpower Planning Division),

"Report on a Tracer Study of 1972 and 1977. B.W.:. Graduates", March,

1976.

6. Bureau of the Budget (Executive Mansion), liThe BUdget of the

Government of Liberia for 1976m".

,. Ministry of Education, 'l1J:'he National Education Plan 1978-1990",

Volume 1, 1978.

ANNEX F

•

(EXcerpts)

ANNEX F Section I

Indicative Manpower Plan of Liberia for the Period 1972-1982

Policy Implications

15. The implications of the present proj ections for manpower develop­ment and education policies are, generally speaking I in accordance with expectations based on an infomed knowledqe of the past and present Liberian socio-economic conditions. Furthet1llOre, all three projections re­flect similar trends, although the magnitudes, naturally, differ. COns&'" quently, we can utilize the results of the maximum pmjection for high­lighting the policy :implications, while bearing in mind that the indicated magnitudes :ilnmediately below may, in fact, turn out to be overstated. Needless to say, it is easy to infer specific guidelines directly from the results of medium and minimum projections.

(i) While the relative significance of agricultural occupations (category 4) is diminishing, they still account for the largest si.~le source of employment, and during 1972-82 by far the largest number of new jobs will be opened in agriculture; no less than 107,000 out of a total of 283,000 n~1 jobs. This clearly demonstrates the signi­ficance of agricultural education and training programmes to produce better-qualified and more productive famers in Liberia than in the past.

; Achievement of self-sufficiency in rice production and raising of the living standard of the rural population generally, can only be achieved if rural development policies give top priority to agricultural education and training, in which Liberia is, at the present time, severely deficient.

(ii) The importance of clerical and sales occupations 1categoJ::y 3) is indicated by the fact that during 1972-82, a total of 59,000 new jobs in this category are proj ected. While this growth may be regarded at first sight as being more of a reflection of the remarkable growth of public sector employ­ment"during the sixties it has to be realized that in the years jmmediately ahead the Liberian public services may be expected to expand regionally, as rural development and de-centralization programmes become implemented. Likewise, the monetary and commercial sectors can he expected to grow impres­sively, generating siqnifLcant employment in category 3 occupations. The policy implication, therefore, of this particular prOjection is the need to undertrute training programmes designed for clerical. and sales occupations. Such agencies as the Institute of Public Administration, BUreau of the Civil Service, as ''1ell as business school.s shcul.d be strengthened to train the required manpower.

(

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(iii) Professiona, technical and related occupations are projected to grow by 41,000 during 1972-82. The importance of producing professional and technical manpower of Liberia is too well-known to require detailed description here. If Liberia is to ever achieve self-sufficiency in manpower resources, considerable investment would be required to produce large numbers of top-level personnel to replace highly-paid expatriates now occupying positions of responsibility in the country.

, (iv) Craftsmen occupations (categories 6 and 7) combined are

expected to increase by about 45,000 jobs during 1972-82. The importance of expanding present facilities for train-ing skilled craftsmen in Liberia cannot be over-emphasized. At the present time, Liberia has only 3 Vocational/Techni-cal Institutions which collectively produce less than 150 graduates a year. * OUr projection indicates an average need for 4,500 annually during the period 1972-82. Quite clearly, a very substantial expansion of technical­vocational education and training in Liberia is called for. Also, the Ministry of Labour should expand sub­stantially apprenticeship and other skill training programmes.

(v) It will be observed that the occupational category 5 (miners, quarrymen and related workers) is projected to decline in absolute tems, although at a very moderate rate. It is important to note that this decline is occupation-wise, not industry-wise. In other words, we are not proj ecting a decline of the employment in the mining seator. It is quite possible that while the mining industry and employment are expanding, the number of miners, quarrymen and related workers may decline because of increased capital-intensity of mining operations' and other labour-displacing technology.

Educational Implications ~ Priorities

16. Manpower forecasting is an important tool of educational policy. Therefore, it is desirable to focus attention on the implications of our present forecasts for strengthening and improving the Liberian education system.

17. However, doing this involves considerable subjective judgment. in view of the limitations of cur statistical data. In particul.ar we are aware that our projections are not detailed enough to pex:tn1.t the fo:cnuJ.ation of specific educational guidelines. Nevertheless, the general trends derived

*Accordihg to' the . MiniStrY :;0£' EdUcation elee!onoWirig:,:~e·t:he:'number ; of graduates for 1972:

V'l'C, Yekepa • • • • BOng Mine. ••••• m ..... • • • •

• • • 38 • • • • 13 •• 80

ill

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as well as infomation from other sources contain certain useful policy guides and options. We are, therefore, offerinq the foll0win9 ideas in the hope of promoting a clearer and more efficient set of goals and priorities for Liberian education.

Nation~ Prima.:x Education

18. In view of the very high illiteracy rate, especially in rural areas, it is essential that the leadil'l9 obj ecti ve of Liberian educational policy in the next few decades should be the development of a nation-wide system of basic primary education, required to create a literate society. , liThe importance of improving primary education in the rural areas cannot be over­emphasized. It is the key element in any development plan. Unless this improvement can be effected, there is little hope that the development of the rural areas will succeed; and. if rural developnent is unsuccessful, there is little hope that Liberia can build a viable economy. It follows that within the rural development stratemr the improvement of pr:ilnary education must have the highest priority ."* i'Jhen individuals are literatue, they can be more productive as worlters, as faJ:mers and be good. citizens because they better understand policies (such as self-reliance and self-sufficiency) which the government is promoting.

19. Achievement of a nation-wide system of primaJ:y education would, of necessity, require a sigl"l..ificant expansion of the educational budget. OVer the last 20 years, the share of education in the total budget has remained stationary at around 10 percent. This is a relatively small share in comparison to other developing countries. Therefore, Liberia needs to allocate more financial resources to education in the years ahead than, for example, other African countries simply to narrow the educational gap which now· exists between her and other countries.

20. Measures to increase enrollments, while freezing funds (as in the case of BWJ:), are bound to lower the quality of education. The development of the primary school system in the ~al areas can only occur if GOL is prepared to undertake substantial investment in n~1 schools, teachers, and facilities.

Technical/Vocational Education !E!! Training

21. In view of the virtual lack of technical and vocational education in Liberia and her heavy dependence on costly manpower imports, it is imperative to launch a long-ter-m technical-vocational education programme. This is the onJ.y way to achieve Liberianization. A programme for constructing and equip­ping new technical vocational. schools and improving existing ones (such as the BWJ:) is a top-priority task.

22.. Given the limited budgetary resources available for education, and the competing obj ectives existing, it would be desi-rable to phase such a programme over a 15-20 year period, by the end of which Liberia should have a comprehensive and nation-wide ne'b'1orl~ of institutions capable of producing

*II,o Report, ,SE. cit, para. 352, p. 62. Chapter IV provides an excellent statement of thisproblem and offers proposals for dealing with it.

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most, if not all, of her sldlled and technica.l manpower needs.

23. In this context, the creation of a National Training Board (see para. 29, Chapter 12) to undertake in-industry training prcqranunes, both short-term and apprenticeship, would be a most desirable step.

Agricultural Education

24. since the vast majority of Liberians live in rural and Cl9l-'icultural conummities, and since agriculture will remain the backbone of the econany for years to come, the importance of this type of education, especially designed to: ,produce qualified and educated farmers, fam. workers and J:Ural artisans, cannot be over-emphasized. The canmunity school p.rogramme.r(see para. 13, Chapter 11) is an extremely important experiment and deserves the highest support.

University Education

25. Traditionally, unversity education in Liberia has been assigned a relatively high priority, at the expense of primary education.. Thus, the University of Liberia accounts for over 20 percent of the entire education budget and a fUrther 10 percent is allocated for foreign scholarships.. Yet the social benefits derived from these expenditures are small. The Univer­sity's overhead cost per graduate is very high since it produces about 100 g::aduates a year and has an excessively high drop-out rate. The foreign scholarship programme has been a particularly inefficient scheme because many students overstay or simply do not return to Liberia. *

26. It is, therefore, necessary to re-evaluate critically the tradi­tional emphasis on university education in a small country like Liberia, where the vast majority cannot even read or write. In this context, the recommendation of the ILO Human Resources Mission that university education in the next decade must not be expanded beyond th,~t which has been planned ~ ~ which financing E!! already ~ arranged*.* should be carefully considered. The chief objective of university planning instead must be improvement of quality and economic efficiency.

*FUrther details are given in the paper entit~ed "An Eva.l.uation of the Liberian Government Foreign Scho~arship Program" prepared by the ManpOWer Pl.anninq Unit, l'lPEA, June 1973.

**' n.o Report, 2E. ~., para. 506, p. 87 (Emphasis added).

)

ANNEX F section II.

TAXING .!!£Q. ACCOON'r the dearth of skilJ ed manpower which prevails

in Liberia;

RECOONIZING that this shortCOlI1in9 is hampering efforts wJti.ch are

geared toward accelerating the pace of Liberianization wi thin acceptable . . limits; and

~NSI'DERI'NG a recent recommendation of the E"..tecutive committee of the

National i»lanning council that a National council for vocational and

Technical Education be established in Liberia.

NOW, 'l'HE::REF0RE, it is hereby directed that effective as of the-date

of this Executive Order, a National Council for vocational and Teclmical

Education and Training shall be established.

1. The functions of the Council shall be:

a. reca:mnend policies and plans on technical/ vocational education and industrial training in response to national economic and social trends and proj ected changes in demand for different types of skills and knowledge;

b. pr<DmOte: and enc01iIrMe::triiilioo.;.·e.ild·~dellelopmeb.t among our people of sldlls \dth a view to generating a pool of indigenous trained man­power sufficient to meet the needs of the Liberian economy;

c. set gene4al policies and formulate guidelines and procedures for institutions qperating vocational and technical education and training programs;

d. assist and/or strengthen training capabilities and facilities throughout the countl:y;

e. monitor traininq program:nes, if necessary;

f. promote research and studies relating to training;

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g. coordinate training activities at all levels, for industrialization generally and within the conte.~ of the Mana River Union;

h. recanmend allocation of traininq funds for traininq programmes;

i. formulate and supervise the iIlIplementation of in-service training, plans, progranunes, and schemes i

j. establish standards, testing procedures, and criteria for certification.

2. The Manpower Planning Division of the Ministry of Planning and Economic Affairs shall serve as the secretariat of the council, and the Cc:mlcil l s decisions shall be implemented through the MinistJ:y of Education, the ~1inistry of Labour, youth and sports and other institutions undertaking training programmes.

3. The Council's membership shall be constituted as follows:

Minister of Planning and Econanic Affairs - CB2UBMAN

!·linister of Foreign Affairs

Minister of Finance

Minister of Justice

Minister of Education

Minister of Public Works

Minister of Agriculture

Minister of Commerce, Industry and Transportation

Minister of Labour, youth and SpOrts

The President of the Liberia Chamber of COlmnerce

Four (4) individuals from the Private Sector

Four (4 ) individuals from the Labour Unions

Gl:VEN ONDER NY HAND THIS 28TH DAY OF NOVEMBER, A.D. 1975

lsI W. R. TOLBERl', JR. PRESIDENT OF LIBERIA

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Obj ect! ves of the National council for VocationallTechnical Education and Training

1. The National council for Vocational Education and Training estab­lished by Executive Order dated November 28, 1975, is a consultative body stl:uC'tured to coordinate training and develop guidelines for vocational/ technical education and training systems and to ensure that manpower training programs are related to the needs of the economy.

2. The COUncil has been established as a result of the realization among Liberian authorities that earlier ad-hoc attempts at planning Manpower 6evelopment have not been related to the needs of the economy. It was

. accordingly considered that a permanent machinery \ilth competent staff, adequate support and access to infomation on a timely and regular basis be established to coordinate and plan Inal'lpQ\'ler development.

3. The prime objective of the Council is to promote balanced develop­ment of technical/vocational training throughout Liberia. The council can achieve its goal by developing a unified training policy which aims at establishing technical/vocational training as an alternative rather than an inferior substitute for other streams of education.

4. Policy approved by the National Planning COuncil on JUly 7, 1975, outlines the scope of activities over which the National council for vocationalt'rechnical Education and Training is given autonomous jurisdiction. This body is therefore responsible to recommend to government a plan for vocational/teChnical and industrial training that shall be responsive to national economic and social trends.

5. Composition of the council therefore includes the machinery necessary to plan and coordinate current and projected training activities consistent with the evolution of employment.

6. The plan of action to be fo:t:ma.lized ,dll include an assessment of the training requirements of both the Public and Private Sectors and re­commend rational utilization of training funds in addition to ways and means of identifying and generating additional resources for training.

7. In view of the importance which government attaches to the council, each member of this council has been personally appointed by the President of the Republic of Liberia.

(Exce:z:pts) IIvocational and Technical Education"

THE NATIONAL EDUCATION PLAN* 1918- - 1990

ANNEX F Section In

'!'he Government of Liberia is committed to the consolidation of econanic progress already made and to achieving economic and financial self-reliance through the devel.opment of programs which will increase the lmowledge and skills of Liberians. studies of manpower needs, including the 1974 Indicative Manpower Plan of the country, consistently point to the critical shortages of skilled workers who should fill midcUe- and lO~ler-level jobs. On the one . hand there exists a sw:plus of unsl"..illed and semi-skilled workeljs to the extent of a high unemployment rate among these categories, and on the other hand there is scarcity among the higher categories. As a result of this narrow manpower base and an academically oriented educational system, the country has long depended upon expensive manpower imports to stimulate and sustain its economic growth. '!'he effects on the economy caused by this· alternative source to meet slcilled manpower needs are: (1) a foreign e:t­change drain estimated at $20 million per year in remittances, (2) signifi­cantly high cost of production, and (3) a low income level for most Liberian \1orkerS. According to the Indicative Manpo\'ler Plan, a non-Liberian salaried agricultural t-lOrker costs approximately $11,300 per year I and a Liberian $l,752i similarly, a skilled non-Liberian construction worker costs $11,800 while a Liberian receives $3,400. Assuming that a portion of the wages of the non-Liberian includes compensatory allowances \'1hich would not be necessary for a Li.berian doing the same job, there still remains a tremendous disparity in base pay.

It is to obliterate such hindrances to economic and social development that greater emphasis must be placed on technical and vocational education and training in the country. Consequently, it is the view of this Education Plan that only by building and maintaining a strong institutional and struc­tural frame"lOrk will the continual supply of skilled and technical manpower be ensured.

FUnctional Definitions

'!'he lack of an internationally accepted teminology in the areas of vocational and technical education often hinders the free flow of communi­cation and therefore understanding of the field. As a basis for discussion in this Education Plan, the following definitions have been adopted with adjustment to suit the Liberian situation. (UNESCO, "Technical and vocational Teacher Education and Training ll

, paris, 1973)

Technical. Education is a planned sequence of classroom and laboratory experiences, usually at the upper secondaJ::y or lO~ler tertiary level, designed to prepare technicians. its aim is generally to provide traininq for a cluster of job opportunities in a field of technology - industry, agriculture, commerce, home economics, medicine, etc. - at a level bebleen the skilled and professional occupations. Consequently, the curricula include a basic know­ledge of mathematics and science associated with the technology to be studied, an understanding of the methods, skills, materials and processes camnonly

. .. . . . ,- . . . '''; .... ;,,; ~. .... :-

*T.he National Education Plan 1978-1990, Volume I, Chapterc9·, "pp~ 180-200, Republi9 of Liberia,' 'l-:Iini!tl:lt~arE~cation, 1978 (D~)

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used in the technology, an eJctensive knowledge of the field of specialization, and an adequate understanding of basic communication akills and related general education courses.

Technicians are those t'1Orkers in the employment system who perfollll duties at levels betlrleen sldlled employees (e.g. bricluayer) and professional employees (e.g. civil engineer). They are generally C':Onsidered as middle management personnel and may acquire training through technical education pro­grams, apprenticeship programs or at other public institutions such as the aJ:med forces.

vocational Education is designed to prepare skilled workers for industry, agriculture, commerce, etc. Programs of vocational education may be full-time in school or other educational institutions or part-time as supplementary education for apprentices, or upgrading course for employees \'lho seel, greater plioficiency in their employment. !n the formal school system vocational education is usually provided at the upper seconCiar:.l level for students who, having chosen a career, desire to prepare for it and to enter into: it upon.~ eacpletion of the course. Although the proportion of general studies to practical training may vary \jorl th the field of study, the emphasis in voca­tional education is usually on practical training.

!n the Liberian context vocational education comprises those systematic learning experiences designed primarily to prepare for operative occupations. The curricula include instruction directly and counseling which the student will need to succeed in his/her study and in the world of work.

Industrial Art is the study of industl:Y. Industry refers to all produc­tive en'cerprisesTn a country or region, including manufacturing, agriculture, trade and commerce, transportation, etc. Industrial Art is generally offered at the upper elementar.l Je vel and the lower and/or upper secondary levels. As a part of general education, it is designed to introduce the student to the elements of technology and basic practical skills, and to provide exploration and guidance. Other terms often used for this type of education are elemen­tary technology I pre-vocational education, and general technical education.

Manual Art refers specifically to certain worl~-related experiences pro­vided at the-uP,Per elementary school level to give the pupil an opportunity to explore various facets of material production. It may include experiences in \i1OOdt~rk, metal , .. lOrk, ceramics, electricity, t~1:ile and other activities based on the local environment. It is synonymous to industrial arts. other wrk related courses to be offered in the Liberian elemental:Y school curri­culum are agriculture and home economics.

ADlS AND OBJEC'l'J:VES

The general aims of vocational. and technical. education in Liberia are: (a) to develop the manpower base for active participation in, and stimulation of, the economic advancement of the country; [D) to produce rapidly the number of trained workers needed to reduce the nation1s excessive reliance on ex­patriates in nliddle level and skilled occupations; (c) to instill in the Liberian youth the dignity of labor and the need to achieve individual self­re1iance~ Cd) to create a pool of vocational literates from whiCh students

c

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may be, ',drawn for further train.inq, and (e) to sensitize and e::pose students to the world of work so that they may make realistic and relevant oareer choioes and underst911d the implications of their decisions.

In order to achieve these objectives, the revised sChool curriculum provides for the integration of \1ork .. relatec1 skill-training at each stage of the educational pyramid as shown in Chart 3, so as to achieve flexible mobility between training and employment.

(1) In the elementary school pre-vocational exposure includes arts and crafts in grades 1-3~ agriculture, home economics and industrial arts in grades 4-6. Graduates fran this level \'1OUld have the' choio~ ,o~ going to the junior high school, the basic craft training programs, or into the labor marl~et as unsldlled worlters.

(2) At the junior high school stage (grades 7-9) industrial arts will be an integral part of general education. The emphasis in this program is to provide productive experiences and basic practioal sltills mainly for e~lora­tion and guidance purposes. It will give students an understanding of the basio prinoiples in industrial technology and provide them with the foundation upon \,lhich future vocationaJ. and/or technical education and training can be built. It is also aimed at stimulating the interest of youth to select vocational courses at the senior high school stage.

'rhe junior high school graduate will have the opportunity to go to senior high school and specialize either in the college preparato:ry areas or in vooa­tional education, to take the out~of-school baisc craft training proqram or to enter the labor market directly as a semi-sldlled worker.

(3) At the senior high school level emphasis will be placed on speciali­zation. students in the academio program will be required to tal~e additional. courses in industrial arts so that those who oannot pursue further education \'lill find useful employment. Those specializing in vocational education will have the option to select either: (a) one of the trades, (0) agriculture, (c) home economics, or (d) business/commercial education which \"lill prepare them to go directly into employment as skilled \rlorkers. H0'\'1ever, graduates \"lho show superior capabilities will have the opportunity to go to the teChnical college or the technical programs at the university level.

(4) The post-secondary technical program will include two- and three­year technician training outside the university system in business, engi··­nearing, agriculture, and home economics technologies. It will also include the training of vocational teachers for the senior high school. The graduates from tlU.s level \"lill be qualified to enter the labor market as technicians or sub-professionals or to undertake professional traind-~g at the university level.

(5) At the university level emphasis will be placed on producing pro­fes$ional man~ler requiring degree programs. The graduates, besides entering the labor market as qualified professionals, will be able to take graduate and post-graduate training in specialized fields at home (medicine, law, theology) or a broad range of fields abroad.

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The pattern of vocational and technical education in the school system and the mobility and levels of employment of graduates are represented in the chart. The two-way mobility - from the fomal educational system to employment and from employmeIl"t to the fomal educational system is indicated by arrows. There are several other training programs under various other agencies which are not shown on the chart but \'lhich are available to the graduates and pre-matured leavers of the educational system. Some of these are the youth on-the-job program, the vocational training centers and apprenticeship program of the !4inistry of Labour, Youth and sports, the road sUl:veyor "training program of the Ministry of Lands and Mines, tlie nursing and other para-medical training programs of the Ministry of Health and Social Welfare; several public and private commercial training programs.

GOALS AND STRATEGIES

The chapter on general secondary education deals fully with plans for promoting industrial arts and industrial education as part of the general education program. Consequently, the discussion in this chapter 'tdll be l:ilnited to vocational and technical education programs 'I;'lhich prepare students specifically for the employment market. Under the jurisdiction of the MinistrY of Education this includes the only existing public vocational high school - BWI, the proposed Commercial and Domestic services Institute to be established in 11onrovia, the tertiary non-degree W .. V.S. TUbman Technical College in Harper and several privately operated vocational institutions and programs.

DUring the plan period the main goals of vocational and technical educ­ation will be to:

1. develop the proper structural and institutional capability needed for produqing .a.deqUate~y.·. train9d middle-level manpower for the Liberian economy by: (a) strengthening the administrative infrastructure to provide

for more efficiency in planning, designing, monitoring, supervising and evaluating programs;

~) strengthening existing programs in vocational education so that they \'1il.l provide quality instruction1 and

(c) establishing new programs, as feasibly detemined, in vocational education and post-secondary technician training.

2. increase the opportunity for studen"ts to acquire more practical sldll.-training.

strengthening the Administrative Infrastructure. The qual.ity of vocational. and technical. education available generally depends on the structure of the administrative system and the financial. support: it receives, on the efficiency of the administrators responsible for planning and executin<J the program, and on the teachers and teacher-educators who must implement it. Perhaps the most fundamental barrier to the development of vocational and technical education in Liberia is the laclt of a broad, efficient and obj ec­tive organizational frameworlt for the establishment of policies and qoal.s, and for ad;quate planninS to achieve these. Equally hampering is the nega­tive attitude on the part of many Liberians to this type of education. Hanual and technical worl~ have been traditionally regarded as of a lower

I \'7

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order and suitable only for the uneducated. Obviously attitudes cannot be changed over-night, but with vocational and technical education as an integral part of the educational system, and \'lith the establishment of appropriate standards and policies for training I as well as the circulation of infor.mation as to the advantages and opportunities offered by vocational and technical education, the change in attitude will come more rapidly. Similarly, the better the teachers, the more attractive vocational and technical education \'1ill become.

If the new interest and emphasis on vocational and technical education is to be carried out effectively, it must be in accord t-lith a long-range educational and training strategy. No reform is able to succeed without a policy establishing goals and plans to achieve them. ~is is what necessi­tated the issuance in 1975 of an E:~ecutive Order by the President of Liberia creating the National council for vocational-Technical Education and Training.

~e National Council for vocational-Technical Education and Training

Organized in August 1976, the Council has a membership t'lhich represents all interested organizations in the public and private sectors, including donor agencies. The Hinister of Planning and Economic Affairs is its chairman and the ManpO\-rer Division of the same Ministry is the secretariat.

~e functions of the COUncil are to recommend policies and undertake planning for vocational and technical education and industrial training that will be re~onsive to national economic and social trends, to project changes in demands for different types of skills and kno\,lledge and to coordinate planning ''lith the current and projected training action and the evolution of employment. It also establishes criteria and standards, subject to periodic revie\-1 and evaluation, in respect', of training programs and certification.

The recommendations of the Council are implemented through the Ninistries of Educations Labour, youth and SPOrtS~ the Agricultural and Industrial Training Board and other appropriate agencies and organizations. The Agricultural and Industrial Training Board was created by the council as its operational ar.m responsible for supervising technical and vocational education and training programs.

The Bureau of science . and Technical Education

In the l1inistry of Education it is the Bureau of Science and Technical Education, headed by an Assistant Minister, which is responsible for the administration of vocational and technical education programs. It is responsible to ensure the institutional capabilit::Y of the school and out of school programs and to prov1f!e the necessary supporting technical services to the N.ational Council.

During the Plan period this Bureau \-till be strengthened to carry out its functions more efficiently. The Assistant Minister ''1i11 continue to be assisted by a national director for vocational and technical education and, because of the need to give special emphasis to female education, a director of home economics. Hm'1ever, these officials will in turn be supported by

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competent technical specialists responsLble for the development and implemen­tation of programs in such specific sectors as agricultural education, busi­ness and commercial education, industrial arts, trades, foodS and nutrition and home arts respectively.

In formulating programs and projects for vocational and technical educa­tion, the BUreau of science and Technical Education will give due consider­ation to manpo,\'1er needs and j ob opportunities as detennined by data on the labor force supplied by the Ministry of Labour, Youth and sports, the Ministry of Planning and Economic Affairs and other public and private employment systems. The BUreau ''1ill also undertal{e periodic eValuation and follow-up procedures of programs and projects under its jurisdiction.

The Planning unit

As part of its on-going responsibility for macro planning, progranuning and evaluation of education projects and programs, the Division of Planning and Management in the BUreau of Planning and Research ,,;ill assist the BUreau of Science and Technical Education in the planning and evaluation of vocational and technical education programs. '!'hus ensuring that there is proper co­ordination and smooth transition from the planning stage to the implementation stage. Together they \'1ill undertal{e surveys and determine training needs.

strengthening Existing Programs

'!'he Restructuring and !Jp-grading of Booker Washington Institute (B'C~I)

DUring the plan period the restructuring and up-grading of BWI as a first rate vocational high school is of utmost priority. The target is to increase the output from 125 (1975) to appro~dlnately 400 el'C\Ployahle graduates annually and to reduce the duration of the course from four to three years. This will be accomplished by improving the physical facilities, strengthening the instructional staff and revising the curriculum.

'!'he Aim of BWI and its chief responsibility is to produce skilled "1orkers for industrial, agricultural and commercial pursuits, capable of worldI'-9' with a minimum of supervision. HO''1ever, graduates of e~:ceptional ability who are qu,alified for advanced training will he encouraged to undertalce technician training at the vr. V • s. 'I'Ubman Technical College in Harper or professional training at the University of Liberia, CUttington University College' or any other institution of learning at home or abroad in their respective fields of specialization.

Enrollment. The maximum target capacity of Bttt is 1,500 students. Because of the high demand for admission, the task of maintaining this tal:'get so as not to lO~'1er standard will be very crucial. In order to solve this problem, therefore, under no condition ,dll the intal~e in any given yeal:' exceed the output plus attrition of the previous year. That is, allowing for a maximum attrition rate of 20 per cent for eaCh class, the progression of four successive cohorts would generally take the following pattern, assuming a 12 per cent dropout between the first and second years, and eight per cent between the second and third years.

i~ - 7 -

Ne,'1 Classes Advanced Year 1st 2nd 3rd 4th 5th Classes Total

1 500 1,000 1,500 2 440 560 500 1,500 3 400 493 607 1,500 4 454 534. 512 1,500 5 491 451 558 1,500 6 415 491 594 1,500

. The average intalte ''1il1 be 500 freshman students and the average output 400. However, this \,lill vary from year to year depending on the existing enroll­ment pattern as shown above. For example, if the first ideal class enters with 500 students, in its second year it is predicted that 60 of them (12%) will drop out leaving 440. In its third year another 40 students (8%) will drop out and only 400 will graduate. It is therefore anticjp ated that through quality improvement there will be a sharp decline in the ''lastage rate f!Om the pretent 66 per cent to about 20 per cent or less.

Assistance is anticipated from the USAlD for the development of l3V'1I. It is planned that the first three-year class will be admitted in 1980 and the last class of the four-year program will graduate in 1981. The change-over \'1ill require changes in curriculum, teaching assignments and staffing, which "rill be worked out in detail by the staff of BWI and the Bureau of Science and Technical Education in cooperation with technical assistance supplied by USAID. The implementation plan for upgrading BtrlI to a quality vocational high school is expected to start in 1978.

The curriculum may include the areas of specialization listed below. In order to regulate the flo'l.'1 of trained workers in the labor market and "void over- or under-production in specific areas, it will be necessary to establish a quota system for training. However, considering the number of comprehensive high schools '!frith vocational streams and other technical high schools to be established during the plan period, there will be less pressure on Bl'lI, than at present to overcrowd certain departments. Consequently, allocation of student places to the various courses is expected to be regulated generally as follows:

Agriculture· 300 20% Auto mechanics 150 10% Building trades 250 16% Electricity 200 13% Electronics 100 7% Machinery 100 '1% Business studies 300 20% Home Economics 100 7%

Total 1,500 'iOO9o

The ratio of practical (workshop and field) training to theoretical instruction '!frill be 60-40 in favor of practical training. Most of the theoretical instruction 'I.'1ill be courses related directly to the respective fields of study. As a hasis for detemining teacher requn-ement and cost, a suggested distribution of courses by fields of study is shown in Anne~~ V'r--l.

- B -

Instructional staff. A total of 94 teachers· will be required at l3t'7I for the capacity of 1,500 students. This includes 83 vocational and work­shop instructors and II academic teachers. Because their responsibilities will involve theoretical and practical inst:ruction, the qualification of the vocational teachers will be university degree or technicial education diploma ~1ith pedagogy in their respective fields. The workshop instJ::uctors on the other hand may have merely trade qualifications with intensive experi­ence in industry in their special fields. They should also have some in­service pedagogical training. The academic teachers must be uni versjity graduates \'lith pedagogy in their respective areas of specialization.

Output. According to the Indicative Manpm'1er Plan, l7, 000 neto1 sldlled jobs would need filling during the lO years covered by the Plan. It has also been estimated that the average annual demand for skilled workers in the modern sector beb"leen 1974 and 1984 is 2,678. It is toward filling these skilled positions that BtU's program \·111l be directed. Working at maximum efficiency, the institute could produce an average of 400 annually or 4,000 skilled \vorkers over a la-year period. Although this is only a part of the' P=Ojected national need, it ,('lould make a significant difference to the skilled manpower situation in the country. supplemented by the. vocational streams in the comprehensive high schools, other vocational high schools and centers and the vocational training ~rograms in the concession­run schools, a large proportion of the 17,000 skilled manpower could be met over the next 10 years. This explains the high priority placed on the strengthening and up-grading of BItJ! in this Education Plan. See Annex VT--2 for the recurrent cost projections.

Establishing New Vocational Programs

In view of the excessive cost associated with vocational educat~on, it is not envisaged that very many vocational schools will be established during the plan period other than those already programmed. It is hoped that the existing ones \V'ill be evaluated and their advantages determined before additional ones are established.

Hm-lever f in response to an offer by the Lebanese Community in Liberia to contribute to the construction of an educational institution as a manifestation of their appreciation of Government's cooperation and interest in them, the Ministry of Education has decided that the project will be a vocational senior high school with emphasis on commercial and domestic trades. '!'he school is to be located in Monrovia. According to preliminary pro­jections, it will offer a three-year course in the following. fields:

A. Commercial. Education Bool£eeping Business Management Business Machines Operation Salesmanship Cooperative Retailing and Related Areas stenography Executive secretarial Science Typing

\; \

- 9 -

B. Domestic Trades Designing, Clothing and Te:~ile Hotel, Restaurant; and cafeteria Management Applied Arts and crafts Interior Decoration and Related Areas Foods and NUtrition Child Care and Family Planning Home Management and Consumer Education

The full capacity of the school uill be 600 students, but this wi'll be achieved gradually over a 'chree-year period starting with an initial enroll­ment in the first year (lOth grade) of 200. Allowing roughly for a 10 per cent dropout rate, the avera.ge output projected annually is estimated. as 180 graduates. Consequently, if the project is implemented about 1982, the total output during the plan period (1984-1990) will be approximately 1,260 gradu­ates. The teaching staff needed ,'men the school is at full capacity is 36 of which 12 will be academic teachers and 14 vocational instructors.

The estimated capital cost of the project at the 1977 price level is broken down as foll~~s:

construction (36,088 sq. ft. @ $25.00) Development 10% Furniture Equipment

$ 902,200 90,000 75,000

125,;000 $1,192,420

The estimated annual operating cost, based on the 1977 prices is expected to increase from $180,892 in the first year to $273,686 in the second year and to $353,628 in the third year \'1hen the school reaches full capacity. In 1990 the recurrent cost will rise to approximately $384,985. (see Anne~t VT-3 for a detailed bre~~down.)

The Lebanese Community's donation, \'lhich has not yet been clearly specified, is e:l~ected to contribute to the capital cost. The recurrent cost and whatever undonated capital cost is involved will be borne by Government through its development budget.

Post-SecondarI Technical Education

Other than in the medical arts, there are hardly any technician training programs at the peat-secondary level in Liberia. The craft and vocational centers and the vocationa1 high schools are all geared to produce skilled workers, while the university level institutions are e~~ected to concentrate on the production of professional personnel. It is to bridge this gap, therefore, that the W.V.S. Tubman Technical College was established. It is to have a two-prong program: (a) a two-year course for graduates of vocational high schools and vocational streams of comprehensive high schools, and (b) a three-year course for graduates of academic high schools and academic streams in comprehensive high schools "lith a sound background in science and mathematics.

The courses to be offered are:

(\ - 10 -

1. Business and commercial. Technology 2. Engineering Technology 3. Home Economics Technology

In the area of business and commercial technology the fields of concentration w.ll be accountancy, industrial mar]~eting, business administration and execu­tive secretarial science. In engineering technology emphasis will be placed on architecture, electronics, electricity, \'rood processing, construction and mechanical engineering. Home Economics Technology \,lill include textiles, nutrition and food research, hotel and restaurant management .•

At full capacity the college will have an enrollment of 500 students. HO\,1ever, untill all the facilities needed are established, plans are being made to start operation in 1978 with about 80 students and to admit a second class of 80 in 1979. For the second operational phase, "i'lhich should begin about 1985, additional facili-t.ies \nll be made available to accommodate up to 300 students. The third phase, estimated to start around 1990 should bring the college to full capacity of 500 students.

Assistance from the European Economic community is being provided for establishing the v7. V.S. Tubnan Teclmical College. In the first phase this will include a total of one million us dollars for construction of stafE housing I construction of "i'lorkshops, procurement of workshop and transport eq,uipment and provision of technical experts and fellowships. 'L'he recurrent cost, which "inll be the responsibility of the Government of Liberia, is estimated to amount to $718,230 annually. (See Anne:c VT-4)

There are suggestions that Booker vlashington Institute should be raised to a post-secondary technical institute also. While manpower demands when assessed may '-1arrant t't'1O or three such institutions in the country, the cost of operating them is normally so high that it is necessary to use prudence in their establishment. Consequently, it is planned that the vl. V • S. Tubman _ Technical College, as an initial e:cperiment, \'Till be evaluated before further plans are consummated for e~~anding technician training at the post-secondary level.

other vocational Training Programs

It is important to ah(m th~ broad horizon of vocational and technical education and training programs in the country, and thus facilitate better planning of the Ministry of Education' s programs.

The Ninistry of Labour, Youth and sports operates a ntnnber of vocational. training programs. The Basic craft Training center at IClay ~1aS established for the purpose of stimulating rural development. It offers t't'lo-year skilled training in four areas - electrical, metal and building trades, refrigeration and air-conditioning, and caters to over aged youth who terminate school prematurely after completing the elementary level (grade 6). The total enrollment is 75.

There is also an Agricultural Training Center at Bentol operated by the Ministry of Labour, youth and sports. It has capacity for up to 200 out-of­school youths. The initial aim of the program was to provide the trainees

I~ \

- 11 -

upon completion with a small capital and land to assist them in establishing independent agricultural projects. Hmrever, this aim has not been success­fully achieved.

Another program operated by this Ministry is the Business and Domestic Occupational Training center in Monrovia. It provides training in cJ.erical, bookkeeping, cooldng and stewardship. The entry level for participants in the business courses is junior high school completion (9th grade), but for the domestic training courses it is 4th grade completion.

In addition the Ministry of Labour, Youth and sports has a three-year apprenticeshiE program in association '"lith various industrial companies. This program is to be strengthened through assistance from the USAID.

A ne~o'l vocational training center is to be established in Monrovia t-dth assistance from the ~Jorld Banl~ in its Third Education ~an. It will he administered by the Council on Agricultural and Vocational Training. ~<1ith a ''1Orltshop capacity of 200 plaCes, the center will undertalte training in the following occupations:

1. mechanical trades of all kinds, including automotive, refrigeration, air conditioning, filtering, ''1e1ding, sheet metal, machine tool operation and related fields;

2. electrical trades - to produce electricians, electrical filters, electronics filters, radio and TJ servicing and related \"1Orkers,

3. building trades - for carpenters and joiners, masons and bricklayers, pl\lllll:Jers and pipe fitters and related worlters.

Under the Ministry of Agriculture are vocational training programs in plant nursery and home economics which serve as a source of supply for its agricultural extension scheme.

The Ministry of Health and Social \'1elfare operates the Tubman National Institute of 1,lec1ical Arts, t-Jhich offers courses in professional nursing (non­degree), sanitation, mid~ .. 1ifel:"'l and related fields.

The Institute of Public Administration maintains the National Clerical Training Institute and the Eugenia Simpson Cooper School of Stenotypy, both of \'lhich cater to high school graduates.

In addition, three priva'i:ely operated secretarial schools exist in Monrovia outside the fo:r:mal education structure. These. include the Modern Commercial Institute, the City Commercial Institute and the Lincoln secretarial Institute. In 1976 their combined enrollment was 1,444. Their courses :run from si.."t months to two years.

In the industrial area the foll~ling companies operate training programs geared toward specific occupations within the company·s employment. IJU1CO nms a three .. level program. Level A is for selected .. rorkers in the company with no prescribed ~ educational qualification. Successful trainees are admitted to the level B course. One who completes the level B course is said to be comparable to a BWI graduate. Selected level B graduates, after same experience, are advanced to the level C course in Buchanan.

'11 / y'wi'

- 12 -

The Firestone Company has no separate training course but provides in-service training for selected si::th grade graduates and above.

The Bong Mining COmpany operates a vocational training center with entry from 9th grade completion. It is a three-year program offering courses in electricity (specialization in electro-mechanics and electronics), machinery (specialization in machining and turning) and heavy duty auto mechanics.

All of these vocational and training programs as \'1ell as the vocational and technical education program under the Ministr".l of Education and other similar programs to be established in the future \dll be coordinated by the National council for Vocational-Technical Education and Training. The Council 't'lill. set training standards, ensure that there is no over-production in any specific area, reconunend. policies, seek and regulate funding for all needed programs.

BWI OCCtlPA'1'IONAL PROFILES

ANNEX F section IV

A - Ability to perform the task under direct supervision.

B - Ability to petform the task upon receiving a work order.

C - Ability to identify the need for the performance of a task and execute it.

D - Ability to instruct others in the perfo:anance of a task.

" - 2 -

A student canpleting traininq under this profile will be eligible and qualified to apply for a position under anyone of the following occupational titles: 8-33.05/Metalworking Machine setter (General), 8-33.20/Lathe Setter - Operator, 8-33.30/Milling Machine setter -Operator, 8-33.40/planing-Machine setter-operator, 8-34.l0/Machine-Too1 Operator (General), 8-34.20/Lathe Operator, 8 .. 34.30/Millinq Machine qperator, 8-34.40/PlaniDg-Machine Operator, 8-34.60!Drilling Machine Operator.

Geneul occupational Description: Sets up and operates a variety of .PO'"er-driven precision metal-cutting machines: lathe, milling, drill planing and shapinq machines.

specialization Options: welding Sheet Metal

8-72.10, 8-72.45, 8-72.50, 8-72.60 8-73.10, 8-73.20

Tasks Listing Perfonnance standards ABC 0

1. Examines drawings and specifications of parts to be made and detemines sequence of operations to be carried out

2. Measures and makes neeessa%1r~reference points.

3. Fastens meta:L and cutting-tools in position on machines using chucks, j i9's, clamps and other fixtures as required.

4. Select cutting-tool, rotary cu'lter, drill, reamer and other cutting-tools and fixes it to machine.

5. Adjusts machine table, guides, stops and other controls to ensure ~ool(s) will cut or grind metal according to specifications.

6. Selects speed for rotary or other movement of workpiece or cutting-tool (s).

7. starts machine and manipulates hand wheels, or sets and start automati.c controls, to guide tool into and across metal.

8. Controls flow of lubri.cant on edge of tool.

9. Changes cutters and position of metal as required.

10. Checks progress of cutting with measuring instruments and makes necessary adjustments to machine setting.

x

x

x

x

x

x

x

x

x

x

/ w

- 3 -

Specification Options:

A. v:Teldinq: 8-72.l0/Gas & Electric vIelding (General), 8-72.45 /Brazier, 8-72.50/F1ame-cutter (Hand), 8-72.60/So1derer (Hand)

Occupational Description: v7elds metal parts by means of oxy-acetylene, other gas flame and electric arc. Bonds . (Brazes) metal parts together, using gas torch, electric arc or other source of heat and apply­ing brazing alloy and flux. CUts metal by , means of oxy~acetylene or other gas flame. Joins metal parts with soft solder by means of a soldering iron.

Perior.mance Standards Tasks Listing ABC D

1. Examines parts to be welded to detezmine best ' method to use.

2. Prepares surfaces of parts to be welded.

3. selects torch nozzle and attaches it to blow-pipe.

4. Lights torch and adjusts flame by regulating flow of gases.

5. Heats parts until they begin to melt and fuses them by applying molten metal from a welding rod.

6. Runs flame and welding rod along joint.

7. Selects electrode and inserts it into portable holder.

8. connects welding unit cable to worl~iece.

9. switches on power supply.

10. Holds electrode a short distAnce from workpiece to form electric arc.

11. Guides electrode along line of weld to deposit metal from electrode and fuse parts together and regulates supply of electricity to control deposit of metal.

(May use carbon electrode and manually apply filler rod to supply metal for fusing. May mark parts before welding and work according to drawings or other specifications.)

x

x

x

x

x

x

x

x

x

x

x

- 4. -

.,: Performance standards ABC D

12. Cleans parts to be joined. with wire brush and X cleaning solution.

13. Coats parts t'lith flux. X

14. Lays solder to brazing alloy on seams to be X joined, heats edges by means of oxy-acetylene torch, electric-arc, induction coil or other heating device and brazes (bonds) them.

15. Fixes appropriate tip into torch nozzle1 lights 'C torch and adjusts flame by regulatinq flot'1 of gases.

16. Guides torch along cutting line to melt and X remove a narrow strip of the metal, thus cuttinq the worltpiece.

(May \'lork to dra~'ri.n9's and other specifications and mark out cutting lines. May do weldinq. ~my specialize in one type of cuttinq, such as sheet metal cutting, and be designated accordingly. )

17. Heats soldering iron in flame or uses electri­cally heated iron.

18. Plunqes tip of iron into cleaning compound and tin alloy or solder.

19. Applies hot iron to joint and simultaneously feeds solder aqainst it, or presses it on solder strip placed in joint, to melt solder and m~te joint.

X

x

20. Cleans and smothers ,"Ielded, brazed or soldered joint. X

(May ~cialize in solderinq a particular type of metal or product and be designated accordingly.)

- 5 -

Occupational titles: 8-73.10/Sheet Metal Worlter, General, 8-73.20 Sheet­Metal Maker.

General OCcupational Description: Makes, installs and repairs a variety of sheet-metal. articles by hand and machine. Marks out sheet metal fo;r cutting and shaping. Lays out lines and reference points on metal stoclt to guide \1Orkers who cut, turn mill, grind or otherwise shape metal.

Task Listing-

1. Selects sheet metal and marks it out accordinq to drawinqs and other specifications.

2. cuts metal using pattern or template as guide.

3. shapes metal by operations such as foming bonding I or beating, pre-heatinq metal 1£ necessaxy.

4. Punches or drills holes for rivets, bolts and screws.

5. Assembles parts and joins them by welding brazinq, solderinq, boltinq, riveting, scre\'l­inq or other methods.

6. caulks, heats, and trims sheet-metal edges.

7. Installs and repairs sheet-metal articles.

Perfo~ce standards ABC D

x

x

x

x

x

x

x

- 6 -

AUTO MECHANIC' -A student completing training under this profile will be eliqihle and ~fied to apply for a position under anyone of the following occupational titles: 8-43.20/Automobile Mechanic, 8-43.30/Motor '!'rUck Mechanic, 8-55.40/Veb!cle Electricians.

GQn,eral Occupational Description: Repairs, services and overhauls automobiles and other motor vehicles. Repairs, services and overhauls . trucks and trucking equiJ;ment such as trailers. Installs, maintains and repairs electrical wirinq in vehicles. Makes, alters and repairs sheet-metal bodywork of vehicles such as automobiles, 1~ses, trucks.

specialization Options: Power Generation cperator Combination of 9 .. 69.10/ stationary Engine Operator and 9-61/POwer Plant Operator (diesel & gasoline)

Perfol.'manCe Standards ABC D

Task Listinq

1. Examines vehicles to ascertain nature, extent and location of defects.

2. Plans work, using charts and technical manuals.

3. Dismantles engine, transmission, differential or other parts requirinq attention.

4. Repairs or replaces parts such as pistons, rods, gears, valves, beaming, breaker points or gaskets, and accessories such as spark plugs.

5. Relines and aq,justs brakes, solders leaks in radiator I rebushes steering mechanism and carries out other repairs.

G. Tunes motor by adjusting ignition, carburetor, valves and timing mechanism.

7. Tests repaired vehicle in workshop or on road.

(May rebuild parts using' lathes, welding eqUip­ment and hand tools. May do electrical and body repairs and spray painting. May specialize in repairing a particular type of engine.)

x

x

x

x

x

x

x

9.

- 1 ..

•• • ":':: .... ·.io fo·_ Works on motor truclts and related

Positions and fixes distribution boards, fuse boxes, switches and light and ~1er points.

Performance standards ABC D

X

X

10. Tests for de£ectsand malces necessary adjustments. X

11. Connects wirinq to source of electricity supply.

12. Replaces or repairs defective wiring and related equir:ment in vehicles.

13. Repairs and adjust generators, starter motor and ignition systems of motor vehicle.

14. Acquires driving proficiencies to be able to obtain drivers license.

15. Lays out, cuts and joins parts using pattem s, templates, shears, hand tools and welding or brazing equipment.

16. Repairs or replaces damaged fenders, panels and grills r using hand and power tools.

~lization Options:

x

x

x

x

x

x

A. Power Generation Operator - combination of occupational tasks for occupational titles: 9-61 & 9-69.10

Occupational Description: Operates and services various types of stationary engines (diesel & gasoline) and related mechanical equipment such as prime movers to drive generators and similar installations. Controls electrical generat­ing units and .related mechanical equipment at electric generating station.

Task. Listing

1.. Checks and adjusts controls and starts engine.

2. Observes guages and meters which inc!icate engine' s performance and operating conditions such as temperature and oil pressure, and makes further adjustments if necessary.

Perfomance standards ABC D

x

x

\.,

- 8 -

. 3. Maintains supply of fuel, lubricates working parts, tightens loose parts and perfoms other servicing tasks to keep engine in good running order.

4. Makes minor repairs.

Performance standards ABC D

x

X

s. Operates switchboard and manually operated controls X to control generators and auxiliary equipment.

6. Regulates power output of the different generating ~c

units according to the demand for power.

7. Records control board meter and quage readings and X inSpects operating equipment.

- 9 -

DIESEL ENGINES

A student completin<; trainin<; under this profile will be eligible and qualified to apply for a position under any one of the foll~~g occupational titles: 8-43. 30/l1otor-Truck }1echanic, 8-49.l0/Machinel:Y Mechanic (General) r 8-49.35/V.d.ning Machinery Hechanic.

General Occupational Description: services and repairs various types of diesel engines, i. e., truck engines mining equipment, etc.

Specialization Options: Farm rmchinery Maintenance 8-49.55 Heavy Equipment Maintenance 8-49.60 Power Generation Operator 9-61/9-69.10

Perfomance standards Task Listinq A .S C D

1. Examines faulty machinery and related equipment to ascertain nature and location of defects.

2. Dismantles equipment, l'1holly or partly, to remove damaged or \-lOrn parts.

3. Repairs or replaces defective parts. 4. Assembles parts, doing supplementary tooling as

necessary to ensure accurate fit. S. Tests reassembled equipment and makes necessary

adjustments. 6. Checks r adjusts and lubricates machines and

related equipment and perfor.ms other tasks to keep them in good. working order.

7. services and repairs motor trucks I and related equipment.

specialization Options:

A. 8-49.S5/Agricultural Machinery r1echanic

x

x

x X

x

x

x

Occupational Description: Services, adjusts and repairs agricultural machines such as tractors, cul ti vatill9', planting, reaping, and balin9'.

Task Listing: See If Task Listing for Machinery Mechanic (General) above.

·B. 8-49.60/Eart:h-r1oving Equipment and Construction Hachinexy Mechanic

Occupational Description: Services, adjusts, and repairs earth-movinq and construction machinery such as mechanical shovels, bulldozers, excavators and levellers.

Task Listing: See "Taslt Listing for Machinery Mechanic (General) 8-49.10 above.

- 10 -

C. Power Generation Operator - canbination of occupational tasks for occupational titles: 9-61 & 9-69.10

Occupational Description: Operates and services various types of station­ary engines (diesel & gasoline) and related mechanical equipnent such as prime movers to dri va generators and similar installations. Controls electrical generating units and related mechanical equipment at electric generating station.

Task Listing

1. Checks and aq,justs controls and starts engine. 2. Observes guages and meters l'lhich indicate engine's

perfor.mance and operating conditions such as temperature and oil pressure, and mru~es further adjustments if necessary.

3. Maintains supply of fuel, lubricates working parts, tightens loose parts and performs other servicing tasks to keep engine in good ronning order.

4. Makes minor repairs.

, Perfo~ce standards ABC D

x X

X

x 5. Operates switchboard and manually operated controls

to control generators and auxiliary equipnent. x

6. RRegulates ~'1er output of the different generating units according to the demand for power.

7. Records control hoard meter and guage readings and inspects operating equipment.

x

x

- 11 -

A student completing training under this· ~file will be eligible and qualified to apply for a position under anyone of the following occupational titles: 9-5l.20/Bricklayer (Construction), 9-5l.40/stonemason (General), 9-5l.50/Tile Setter, 9-52.l0/Reinforced Concreter (General), 9-52.20/concrete Shutterer, 9-52.30/Reinforcinq Iron ttlorker, 9-52.40/Cement Finisher, 9-55.10 Plasterer . (General)

GErie~al Occupational Description: Lays bricks, hollow tiles and similar building blocks to construct 't'7a1ls, partitions, arches, interior fire-

Task Listing

places and chiInneys, and other structures. BUilds stone such as walls, piers and abutments, lays walks· and constructs other types of stonemasonry, sets tiles to surface walls and floors. For.ms and pours reinforced concrete structures. Finishes surfaces of concrete structures. Applies one or more coats of plaster walls and ceilings of building to produce a finished surface.

Performance standards ABC D

1. Examines plane: and other specifications of X 2. Spreads mortar with trowel on building blocks X

and lays them in rows, designs and shapes. 3. Taps block with trowel to align it and embed X

it firmly in IOOrtar. 4. Checks vertical and horizontal alignment of X

structure with level and plumb-line as work progresses.

(Hay fix brick or terra-cotta veneer to face of masonry structure, form ornamental briclct'10rk designs, and alter and repair existing bricJ~lOrl'>:;.)

5. Selects cut stone and shapes it preparatory to X setting ~lith chisel, hammer or other shaping tools. X

6. Spreads mortar with trowel over foundation or X laid stone.

7. sets stone in mortar bed by hand or with lifting }C device and tamps into place with hammer.

S. Fi11s vertical joints between stones with IllOrtar X and finishes them with pointing trowe1.

9. (May specialize in a particuJ.ar type of stonemasonry and be designated accordingly. May fix stone facing to stJ:uctures of brick or concrete.)

9. Calculates numbers of different tiles required X 10. Soaks tiles in water to prepare them for setting. X 11. Applies plaster coat and layer of mortar to wal1 X

and sets tiles according to pattern. 12. cuts tiles to complete surface to be tiled at X

corners and edges.

n\ J

13.

14.

15.

16&

17.

18.

19.

20. 21.

22.

23.

24.

25. 26.

27.

28.

29.

30.

- ;2 -Perfoxmance

A B Taps tiles into' places or sl:!.das.~ 1tWe1:lng board over their surface, tapping them with board to level surface and increase i~d between tiles and cement. Aligns rows of tiles, using epirit level and straight edge. Wipes newly laid tile surfaces with filling materials to fill joints and cleans surfaces. AssE!tlbles or constl:ucts shuttering and fixes it in position. cuts, shapes, assembles and fixes reinforcing roads or mesh in shutterinq &

Prepares concrete by hand or in concrete mixer, 'or signals to helper to deliver ready-mixed concrete. Pours concrete into shuttering, distributing and tamping it or settling it with vibrating machine.

o Levels and smooths surface of concrete. Removes shuttering when concrete is d:l:y and smooths rough edges. cuts ridges, bumps and proj acting wire from concrete surface with chisel and hammer. Patches holes and broken corners by wetting them, spreading cement mortar into them and smoothing surface tor.i.th trowel or float. Removes blemishes and uneven parts of surface by ''letting or applying liquid mixture of sand cement and water and rubbing with abrasive block. Finishes surface by wiping with damp brush. smooths and shapes surface of freshly poured concrete surfaces with straight-edge and float for fine finish and edging tool to shape corners.

(~1ay specialize in a particular type of concrete finishing work and be designated accordingly.)

Applies first coat of plaster to surface with trowel, levels and smooths it. Scratches surface to provide bond for finish coat and shapes plaster boarder along sides of surface to provide guide for finish coat. Spreads finish coat bebTeen borders I levelling it with rod and smoothing it with trowel and finishes corners and angles with angle float. carries out interior ornamental plastering and plasters outside surfaces of buildings.

standards C 0 X

X

X

X

X

X

X

X X

X

X

X

X X

X

X

X

X

(

0/

-13 -

A student completing training under thisprofile will be eligible and qualified to apply for a poisition under anyone of the following occupational titles: 9-54.10/carpenter (General), 9-54.20/Construction Joiner, 9-52.20 Concrete shutterer, 9-54.70/Bench caxpenter.

General Occupational Description: cuts out, assembles I erects and repairs structural and other woodwork at worl~ bench and on construction site. Assembles and installs wooden frame works of build­ing.~ flooring, and other heavy-framed woodwork, such as pouring chutes and scaffolding, at building sites. BUilds, assembles, places in position and dis­mantles rough wooden structure (shuttering). Fits, assembles and installs wooden internal and eh"ternal fh.-tures of building such as door and window frames, facing and panellin~ cuts out, shapes, fits and assembles ~'1coden parts, mainly working at bench, to malce and repair.

Perfo~ce standards Tasks Listing ABC D

1. vlorks from plans, sketches or instructions received.

2. Selects wood and other materials to be used. 3. Marks out reference points according to pattern

or plan to facilitate cutting and shaping. 4. cuts and shapes wood by hand or machine tools,

performing such operations as sawing I grooving I planing and sanding.

5 • Assembles 't'K>oden parts using glue, screws, nails and other means.

6 • Erects and repairs prepared workpieces such as rafters, 't'JOoden floors, partitions, 't"lindo"1s, door frames and staricases.

7. Maintains and sharpens own tools. 8. Performs related tasks. 9. May mIal~e concrete shuttering.

10. Marks out, cuts and adjusts ",ood to be assembled in shuttering partitions or assembles shuttering from prefabricated wooden parts.

11. Assembles shuttering parts on site and screws nails or clamps them together.

12. Places stays be~'1een shuttering partitions to give structure necessary rigidity.

13. Aligns shuttering "lith bob and plumb-line. 14. Patches holes in shuttering. 15. Dismantles shuttering when concrete has set

and cleans off adhering concrete. 15. Fitting, assembling, installing and repairing of

wooden facing, panels I fixtures and fi ttinqs in \'1OOdworlt or on site.

OMay assemble sections framready-cut pieces. May specialize in particular produce and be designated accordingly.)

x

x

x

x X

x

x

x x X X

x

x

x X X

-14 -

A student completing training under this profile will be eligible and qualified to apply for a position under anyone of the following occupational titles: 8-1l.20/cabinetmruter.

Genez:al Occupational Deecription: Makes completely and repairs wooden articles, such as cabinets and furniture usitl(3' ,,'lOOdworking machines and hand.

Perfo~ce standards Task Listing ABC D

1. studies drawings of articles to be made and marks off outline of parts on 'WOod.

2. Shapes parts by operations such as cutting, planing and turning.

3. Trims joints to make them fit together snugly

4.

s.

6.

7.

8.

.. ...... . :. '.:~ .. u&,.!:-l: .... ...~ .. L

GJ.ues" j9ints4.~fd.ts.parts together and clamps them until glue is dry.

Drives nails, dO\'le1s or scre'l'lS through joints to reinforce them.

Fits sub-assembles and other parts together to fODm completed unit.

Finishes article, attaching trim, applying veneer, stain or polish and installing hardware such as hinges and drawer pulls.

Repairs and refashions high-grade articles of furniture.

x

~1ay make s]~etches or drat'1ings of "'lork to be done. May specialize in malting a particular type of product and be designated accordingly.)

9. Fitting, assembling and repairing of wooden X facing, panels, fixtures and fittings in \'loodwork on site.

x

x

x

x

x

x

... 15 -

A student completing training under this profile will be eligible and ~alified to apply for a position under anyone of the following occupational titles: E-7l.05/Plumber (General), E-7l.l0/Pipe Fitter (General).

General Occupational Description: Assemhies, installs and maintains pipes, fittings and fh.rtllres of drainage, heating, water supply and sanitary systems. Assembles, installs and maintains high­pressure and l~l pressure systems, of metal pipes, or combining metal and non-metal pipes, for conducting air, gas, ste~, oil, water or other fluids.

Performance standards Task Listing ABC D

1. EXamines drawings and other specifications. 2. LOcates and marl;:s poisition of pipe and pipe

co~,ections and passage holes for pipes in "mlls and floors.

3. Cuts openings in '<:'YcUls and floors to accommodate pipes a.."1d pipe fittings.

4 • cut."3, rea.LlS, threads and bends pipes. 5. Assembles and installs valves; pipe fittings, and

pipes composed of metals such as iron, steel, brass and lead, and non-metals S"\lch as glass, vitrified clay and plastic.

6. Joins pipes and fittings using scre~ .. 1G, bolts and couplings 7 or by brazing and welding.

7. CaulkG joints and tests them for leaks \'li th air and "rater pressure gauges.

8. Installs assemblies and fb:tures. 9. Does repair and maintenance work, such as

replacing tap ~·r.lshers I mending burst pipes and clearing clogged drains.

10. Repairs holes made in bricb10rk or concrete and painting affected by worl~.

11. Secures pipes assembly in place \"lith clamps, brackets and hangers.

12. Connects pipes to equipment and appliances I such as meters, taps, fal'ls, P-IlInPS and to refrigerating, heating and air conditioning units.

13. Finds and repairs leaks, and repairs joints coupling and other fitting.

14. Checl~ and adjusts gradient of pipe in ground using levelling instzument and blocks.

15. Installs traps for catching condensed petrol, tar and lm.ter.

15. Flushes mains with chemical solution and clears smaller gas pipes by compressed-air blast.

x

x

x

x x

x

x X

x

x

x

x

x

x

x

x

- ).6 -

A student completing training under this profile will be eligible and qualified to apply for a position under any one of the following occupational titles: 0-32.40/Civil Engineering Draftsman, 0-32.50/ArChitectural Draftsman.

General Occupational Description: prepares accurate working plans and detailed drawing for engineering, construction, manfacturing or other projects, based on architect's sketches and specifications and prepares charts and worl::ing ~awing for other purpose. prepares "lOrking CI.ra\dngs from designer's sketches and specifications for use in civil engineering projects.

Specialization Options; Topographical surveyor 0-3l.20/Land Surveyor

Perfo~ce Standards Task Listing

1. E:tamines architect or engineer's sketch and specifications and makes necessary supplementary calculations of dimensions, surfaces, volumes and other factors.

2. Correlates the calculated dimensions of parts of the product or structure, and consults architect or engineer regarding design adjustments that appear necessary.

3. Prepares accurate ~tlorking and detailed drawings, making use of knowledge of material, manufacturing processes, construction and engineering practices to show all necessarj specifications for construc­tion of buildings, bridges, darns, roads and other civil engineering projects.

4. Preparing working dra\'1ings and detailed specifica­tions for the construction of bridges, dams, tunnels, railways, roads, industrial and other large buildings, waste disposal and flood control systems and other civil engineering projects.

5. Preparing 'lrl0rking dra"lings for construction of large steel-framed or reinforced concrete structures and be designated accordingly.

6. Preparing working drawings for the construe tion of. ;l:nlildings •

ABC D

x

x

x

x

x

x

- 17 -

Specialization Options:

0-31.20/Land surveyor

Occupational Description: Surveys land surfaces to deteJ:mine boundaries and exact locations, delineate topoqraphic features and man-made structures and otherwise measure land areas for such purposes as map­maldnq and construction '\>lOrk.

Performance standards Task Listinq ABC D

1. Studies available maps, plans, deeds, notes and other records, cal.culates survey requirements and plans surveys accordinqly.

2. Conducts surveys to detel:mine exact locations and measurements of points, eleveWns, lines, angles, areas, volumes, contours and other features of land surfaces, buildings, using theodolites, compasses, plane tables and other surveying instruments.

3. Records data obtained, verifying accuracy by calculations, and maltes sketches of area surveyed, prepares detailed reports and drawings.

x

x

x

- 18 -

. ELEcmICAL INSTALLATION

A student completing training under this profile will be eligible and qualified to apply for a position under aJly one of the follottlinq occupational titles: E-Sl.10/Electrical Fitter (General) r E-S7.20/Electrician Motor and General Fitter, E-SS.10/Electrician (General, B-SS.20/BUildinq Electrician, E~5S.60/ ~mintenance Electrician, B-55.70/Electrical Repai4man, 8-57.20 Electric Power Lineman.

General Occupational Description: Fits, adjusts, assembles and repairs various kinds of electrical machinery and electrical apparatus in factory, worltshop or place of use. Fits, adjusts and repairs electrical motors and generators. Installs, maintains and repairs electrical wiring and related equipment in buildings and other structures. Constructs and repairs overhead high-tension or lQttT-tension pmlTer lines conducting electricity between generating stations, substations and consumers.

Specialization Options: Power Generation Operator/9-69.10 Refrigeration and Air COoling Operator/8-4l.80.

Perfo~ce Standards Tasl';. Listing ABC D

1. Examines t'1iring and assembly diagrams and X other ~ecifications.

2. Checko parts for accuracy of fit and if necessary X chisels, files,' scrapes a11.d does' otheJ:suppl.eaep-tary tooling.

3. Fits parts together using scret'ldrivers, pliers X and otber tools.

4. Installs and connects wiring, soldering joints X where necessaxy.

5. Adjusts built-in control instruments and X indicator diale.

6. Diagnoses faults ~r.ith aid of testing instruments X 7. Dismantles equipment if required and repairs or X

replaces broken and worn parts and faulty wiring. B, Fits, adjusts and repairs motors and generators. X 9. Pasi tions and fi~ces distribution hoards, fuse X

bo~ces, s';'li tches and light and po\'ler points. lO. cuts, bends and install.s conduit and dra .. ls wires X

through it, or insta1.l.s sheathes cable. U. Connects ~dring to source of electricity supply, X

tests for defects and m~tes necessary adjustments. 12. Repairs electrical t'1iring and related equipment X

in buildinq, including those undergoing conversion or alteration.

13. EJcamines ~·dring and equipment such as switchboards, X motor and other electrical mechanisms.

14. Inspects condition of electrical wirin«;J and equipment X to ensure confo~ce with building codes and safety regulations and to maintain efficient operations.

- 19 ~ Perfomanee Standards

J!:. ABC D

15. Makes connections to new electrical installations X 16. Cleans and oils motor. 17. Rewinds coil. X IS. Climbs poles and pylons and fixes insulators, X

lightning arresters and other equipnen"t. 1 19. strings cables between pylons, poles and X

building-s, ensuring that proper sag is left in cables.

20. Joins cables by splicing and soldering. X

s~cialization getions:

A. Power Generation Operator - combination of occupational tasks for occupational titles: 9-61 & 9-69.10

X

Occupational Description: Operates and services various types of stationary engines (diesel and gasoline) and related mechanical equipment such as prime movers to drive generators and similar installations. Controls electrical generating units and related mechanical equipment at electric generating station.

Performance standards Tasl~ Listing ABC D

1. Checks and adjusts controls and starts engine 2. Observes quages and meters which indicate engine's

perfo~ce and operating conditions suCh as temperature and oil pressure, and makes further adjustments if necessary.

3. Maintai11S supply of fuel, lubricates working parc~, tigntens loose parts and perfor.ms other servicing taS]:3 to keep engine in good running order.

4. Makes minor rcp~irs. 5. Operates ffil(lib~hboard and manually operated

controls to control generators and auxiliary equipment.

6. Regulates power Ot1tput of the different generating units according to the demand for power.

7. Records control board meter and quage readings and inspects operating equipment.

X X

x X

X

X

X

B. 8-41.80/Refrigeration and Air-Conditioning Plant :rnstal.ler and Mechanic

Occupational Description: :mstalls and repairs industrial. and camnercial. refrigeration and cooling systems

Perf~ce standards Task Listing ABC D

1. Lays out reference points for installation of structural and. functional components.

2. Drills holes in floors and walls and installs mounting brackets and hangers.

X

x

r'!C'\ .) - 20 -

3. Lifts and aligns components into position. 4. Assembles components, such as canpete motors,

controls, guages, ,,,iring harnesses, valves, pumps, compressors, condensers, cores and pipes by scre~1ing, bolting, riveting, welding and brazing.

5. starts system, observes operation, reads guaqes and instruments, and adjusts mechanism.

6. Dismantles malfunctioning systems and tests components to ascertain the nature and location of defects.

7. Repairs or adjusts defect! ve or worn parts. 8. May install wiring to connect components to

electric power source.

Performance standards ABC D

x

x

X

x

x X

- 21 -

A student comp1etil19' training under this profile will be el.igib1e and qualified to apply for a position under anyone of the foUowin9 occupational titles: 8-52.101 Electronics Fitter (General), 8-52.20/Electronics Fitter CRadio & Television), 8-Gl .. 20!Radio & Television Hechanic, 8-52.50/Electronics Fitter (Industrial Equipment) •

General Occupational Description: Fits, adjusts and repairs various canponents of industrial machinery and electronic equipment in factory, workshop or place of use. Fits, adjusts and repairs radio and tel.evision tran;;mi tters, operates and adjusts equipment of transmitter to broadcast radio and television programmes.

Perfomance standards 'Task List1cg ABC D

~.l. Examines drawings and ,<Tiring diagrams. 2. Ch"eckS.-:ppl:tSsfor--aeca:a:oyyodj· fit:· and;': ," "lhere 1

necessary, files, chisels, scrapes, does other supplementary tooling.

3. Fits parts together or mounts them on chassis or panels I usinq hand tools.

4. Installs and connects wiring, soldering joint where necessary.

5. Tests r calibrates and adjusts equipment 6. Diagnoses faults with aid of testing instruments. 7. Dismantles ~ipment, if necessary, and replaces

faulty parts and wiring. 8. switches transmitter on and off. 9. Monitors console panel to ascertain that components

are operative and sets transmitter on frequency. 10. Observes indicators, views and listens to programmes,

adjusts transmitter controls for tone and volume of sound and picture quality.

11 •. Haintains log of programmes transmitted. 12. Diagnoses faults by testing components using

electronic testing equipment. 13. Cleans and services equipment.

I (Hay make minor repairs ~o equipment and replace parts using hand tools. May specialize in a particular type of equipment and be designated accordingly.)

x X

x

x

x X X

x

X

X X

X

- 22 -

A student completing training under this profile will be eligible and qualified to apply for a position under anyone of the following occupational titles: 6-00. 20/Faxm ~1ana.ger, 6-00. 30/Fa:r:m supel:Visor.

General Occupational Description: plans, organizes and controls the operation of a farm on behalf of private, collective or public ~mer, coordinates acti vi ties of workers engaged in related fam work.

specialization Options: An.:ilnal Husbandxy Crop Production

6-11 6-11

Task Listing

1. Confers with owner or rnanatJement body to plan scope and object! ves of faminea' programne.

2. Plans and schedules nature and sequence of farming activities according to progrmmne obj ectives and estimates operating costs.

3. Orders supplies, such as seeds, fertilizers, live­stock, fodder and faming equipment.

4. Controls, directly or through subordinates, faming operations such as crOp growinq and livestock raising, and coordinates and direots activities of fam personnel.

S. Markets fallIl products 6. Directs maintenance and repair of faxm buildings and

equipment. 7. Controls and supe:t:vises the keeping of production,

sales, reoeipts, expenditures and other records. 8. Reports regularly to proprietors of farm. 9. Hires and discharges workers.

gpeoialization Options

A. Animal HUsbandry/6-11

Al. Cattle Far.mer/6-12.40

Cattle Faxmer Poult%Y Farmer SWine Famer Fish Famer

PerfOJ:mallce standards ABC D

x

x

x

x

x x

x

OcCO.lpati.onal. Description: COnducts a fcu:m Qll own b&hal.:f. or in partnership I to breed and rd.ae cattl.e

J!terfo1l11.a:nCe S Perfoxmancca Stam.&rds

Task Listing ABe n

1. Detemines kind of oattle to be raised. X 2. Selects and buys suitable animals and purchases X

equipment and supplies. 3.

- 23 -

Performance standards ABC 0

3. Directs and supervises, or pet'foxms, li vestocl: farming operations such as pairing animals for breeding, allocating anilna 1s to grazing pastures or l~eeping them in pens, barns or. special conditions conducive to well-be!nq of animals in captivity.

4. Preparing and distributing fodder and feed supplements to cattle, caring for health of livestock, treating animals for minor injuries and tending them during birth of young ..

5. Maintaining' farm wildings, fences andeequipment in good repair.

6. Prepares and markets animals and animal products. 7. Keeps production, sales and other records. a. Hires and dischaxges worlters. X

May grOlf feed for own ani:mals.

A2. ~iLne Faxmer/6-12.40

X

x

x,

x x

Occupational Description: Conducts a £axm on own behalf, or in partnership, to breed and raise swine.

Task Listing: See "Task Listing" for cattle F zmer/7-12.40.

A3 • l?Oul try Farmer/6-l2. 60

Occupational Description: Conducts a farm on (nom behalf, or in partnership, to breed and raise poultry for eggs or meat.

Perfomance Standards Task Listing ABC D

1. Directs and supervises, or performs, poul tJ:Y X faJ:ming operations such as breeding, feeding and caring for poultry.

2. ~ding incubators and brooder houses, grading and preparing chicks, gathering, exami.ninq, washing, grading and packing eggs for market, and culling and replacing poultry stock.

3. Keeps and interprets breedinq records. 4. Markets eggs direct to consumer.

May ldll, dress and. pack poultry for shiJ;nent or direct sale.

x X

x

Occupational Description: COnducts a farm on own behalf I or in partnership, to breed and taise fish.

Task Listinq

1. Directs and supervises, or performs, fish farming X operations such as breedill9'f feed:inq and caring for fish.

2. Obtains and hatches fish eggs or buys fry from hatchery. X 3. Transfers fry to rearing ponds and provides required X

foods.

- 24 -Perfo~ce standards ABC D

4. Collects, sorts and marlt:ets fish for food.. 5. t-mintains reservoirs, ponds, dams or other fish

fal:m stl:ucture.

B. Crop Production/6-ll

Bl. sugar cane Fa.mer/6-12. 20

sugar Cane Fazmer Rice Fru:mer RCllber Plantation Farmer Vegetable/Cassava Fal:mer

x x

Occupational Description: COnducts a farm on o~m behalf, or in partnership, to produce sugar cane.

Perfomance standards Task Listing A BC D

1. Directs and supervises, or perfoms, farming X operations such as preparing land, sowing, cultivating and harvesting crops.

2. Keeps fam building, machinery and equipment in X good repair.

3. Keeps projection, sales, receipts, expenditures X and other faxming records.

4. Hires and discharges workers. X

B2. Rice Far.mer/6~12.20

Occupational Description: Conducts a farm on own behalf, or in partnership, to produce rice.

Taslt Listing: See "Task Listing" for sugar Cane Famer/6-12.20

B3. RUbber Plantation Farmer/6-l2.30

occupational Description: COnducts a fam on at·m behalf, or in partnership, to cultivate rubber trees for production of sap.

Perfol::ma11ce Standard Task Listing ABC D

l. Propagate and cultivate :rubber trees to produce rubber lat~:..

2. Directs and supervises, or pe:rfo:nns, tree faming operations such as propagation of trees from cuttings or by budding and grafting, pruning and shaping trees, "lorking and tending soil. around trees to prevent erosion and maintain other necessary conditions.

3. Treats rubber trees with chemicals to control. insect pests and diseases, and thins them by removing weak and low-yielding trees.

4. Directs and supervises tapping of mature trees, transferring of latex to collecting stations.

E4. Vegetable/Cassava F~er/6-12.20

x

x

x

x

Occupational Description: Conducts a farm on own behalf, or in partnership, to produce a variety of vegetables and cassava.

Task Listing: See "'l'aslt Listinqlf for SUgar Cane Famer/6-l2.20.

- 25 -

~ .... J?ROCE __ _.......SS_ING .........

A student canpleting training under this profile \'lill be eligible and qualifie4 to apply for a position under anyone of the following occupational titles: 7-74.l0/Preservil19' COOk (General) t 7-7G.lO/Baker (General).

General occupational Descriptionf Prepares and/or cooks meat, fish, fruit, vegetables or other foods in large quantities preparatory to canning, pre­serving, or servil19'. Baldnq of breads & pastries for consumption or retail~ Di~~ and. merchandising of foodstuffs.

specialization Options: Restaurant Manager 5-00.30/Restaurant Manager Chef de CUisine 5-3l.20/Head Cook Dinin9-Room ~.f.anager 5-32.20/Head waiter

Perfozmance standards Task Listing ABC D

1. Fries, broils, roasts r steams or bolls meats, fish vegetables and other food for canning, preserving or serviIl9.

2. Prepares salads, sandwiches, cakes, fruit juices and other cold foods.

3. SUpervises preparation of foodstuffs for cooking or eating ra,'1.

4. Supervises cleaning up and dishwashing in kitchen. 5. Freezes or dehydrates fruit, vegetables or other foods.

Specialization QPtions

A. S-OO.30/Restaurant Nanager

x

x

x

Occupational Description: Plans and organizes a restaurant on behalf of the proprietors to provide food and beverages for guests, and directs and controls staff to ensure efficient and profitable operation.

x X

Pe:r:fomance Standards Task Listing:

1. Plans, coordinates and supervises activities of workers in dining-rooms, kitchen, bar and other areas.

2. PUrchases food and confers 'lr1ith chef to plan menus. 3. organizes and supervises arrangements for banquets and

other special. functions. 4. Ensures that dining-room, kitchen, storage facilitie~

and other work areas are kept clGan and conform to sanitary regulations.

5. Plans entertainment for guests and engages musicians and other entertainers.

G. Adjusts complaints conce..tning food and service. 7. Hires, instructs and dischcu:ges staff as necessary. 9. I<eeps cost and other records.

A 13 C D

x

x x

x

x

x X

lC

1"1

~l()

.. ~ " '5...l~'" ·'·0· h!f.-.- '" ("0 .... ""'·· '. u. • ... u... '" ",..O;;';'.J<. .. ' .... ""'-

- 2~~-

kitchen helpers for hotel, '" ,::' . '~7' . ;~~ta'C!~ai1't'Si' . .oI·~;~e.r- ~'bililiSbmel1ts.

Perfoxmance Standards '!'ask Listing ABC D

1. Plans daily menu taldng into account probable X number of guests, popularity of dish and need to provide variety and food costs I and assign prices to items.

2. supervises cooks and kitchen helpers engaged in X preparing and coolu1l9' meals and se:tVing portions.

3. Gives instructions about sizes of portions and types X of garnishil19'.

4. Creates special dishes and develops recipes. X 5. Requisitions food supplies and kitchen equipment X

and checks them for quality and quantity. 6. Engages, trains and discharges ldtchen personnel. X

C. 5-32.20/Head i1aiter

Occupational Description: Taltes char<]e of dining-room, restaurant or section thereof in hotels, restaurants, clubsI' institutions and similar commercial establishments, supervising and coordinating the work of employees 61l9'aged in providing service to diners.

Perfor Performance standards

Task Listing ABC D

1. supervises and coordinates work of dining-room employees.

2. Arranges table reservations and parties for guests, greets and escorts them to tables.

3. Ensures that standards of food and service specified are maintained and adjusts complaints about food or service.

4. Hires and trains dining-room staff. 5. Takes guests I orders and passes them to waiters .. 6. plans and carries out arrangements for banquets and

assists in preparing menus.

x

x

X

x

X X

ANNEX G

for Education and '!'raining in r..:Lberia

A Preliminal!y SUrvey

ANNEX G Sectioa •

Harvard Institute for International Development

Monrovia

Januaxy 3<), 1976

Chapter VI

BOoker't'lashinqton Institute

'l'he BOoker \ilashington Inst! mte currently is operated as a four-year vocational high school. students are admitted after completion of the 9th grade, and on the basis of a BWI-administered entrance examinat:ion.. All student costs are borne by the Institute. In 1975 the Institute enrolled 749 students, distd.buted as follows:

Agriculture 137 Auto-medhanics 105 BOOkkeepinq 94 Architectural Drafting 50 Caxpentl::y 4 Masonry 30 Plumbing 32 Electricity 86 Electronics 46 Machinery 71 Secretarial Science 94

Of these students, 87 were enrolled in their senior Yeax'4 Many of the student, who leave the school early are in the Agriculture program, where there are only 11 seniors. In 1973 there "lere 42 sophomore students in Agriculture (the total enrollment in that year was 824). The loss of students in other

Pr<:Ig'raDIS, while not as ma%ked, is large. Next year's senior class should be 1arg-er, however, as there are 205 juniors: attrition at BWI was hiqh for several years in the early 1970' s.

The 1975 operating budget of Btrtt was about $600,000, or a per student cost of about $800. The new director of the Institute feels that he can hold

costs at that level or even reduce them ~lightly by mak:Lng the Institute use more of its own agricultural produce. F'oUowinq the recommenClations of a joint govenunent-private se.ctor c:amnittee that reviewed the Institute's opera.t!ons in 1974, additional government and private funds have been spent to impmve its program. '1!le Government of Liberia has raised more than $200,.000 to be spent on repair of buildings and purchase of some equipment. Firestone has cleared land and donated :rubber trees and has promised' technical assistance for the aqricultural program of the school. The Institute's director reported that IAMCO and BOng l<1ines had promised to assist by pro­viding' training equipment and three instructors in machi.ne:ry, auto mechanics and electricity for a one-year traininq program.

A visit in December reported the follm-:ing observations. l!1le Agriculture Department provides training in general agriculture., poultJ:y management, soils and crops, fa:t:m management and economics.. A herd of cows is maintained on the campus, as well as a small <Jarden and sane chickens. The school has sufficient land to raise a major part of the food needed. for students and staff. At the moment, although students work on the fann, it is necessary to hire additional labor. '!'he agriculture program is the least attractive of the proqrams at Btn:, from the perspective of students seeking admission, both because it is hard work and because it does not lead to a pranisinq career in the modern sector. At the same time, the training provided seems e~cially well suited to the economic needs of Liberia.

'!he auto-mechanics program appears to be doing an excellent job although its work shops are poorly equipped. Emphasis is on bacis diagnosis of mechanical and electrical problems and simple repairs. There are no machine tools in the auto shop, and the supply of hand tools t·1aS small and well-used.

The machine shop is old bu1:. functioning. A number of lathes and drill presses are availabl.e and apparently are frequently used in the program. '!'here is no forge or foundry, and the machine tools available are not of sufficient quality for making precision tools. Students are asked. to buy their own tools (approximate cost $100) at the begimlinq of the junior year.

The carpentl:y and masonry programs are small. Although there is some attempt to have students contribute to maintenance of the facilities and to make furniture, doors and window.'Sl, either staff or hired labor frequently are employed in those acti vi ties.

'l'he other progrcims have facilities in a simil.ar state of use and dis­repair as those described above. particul.arly deficient is the el.ectronics laboratoxy, essentially bare of equipment.

It is difficult to comment on these aspects of mqr given the presence of a new administration deter.mined to correct the deficiencies caused by neglect over the years ..

The Ministry of Education is planning a lO-year program of restructuring of BWI. In the first phase, the Institute will be upgraded as a technical high school. The Ministxy defines technical education to include industrial (engineering), agriculture, home economics and canmerCe education programs.

- 3 -

At the hiqh school sta<]e, technical drawinq, workshop practice (wood, metal and electrical), technical science and technolO9Y will be s:Qldied in addition to Enqlish, mathematics and science.. In a seco:ald phase the Institute will add a post-secondary technical institute, with two or three year courses in civil, mechanical, aqricultural and electrical engineering'. '!'his program is some-times described by the Ministl:y as a technical junior colleqe p~ram.

Details of the enrollment capacity of the n~., institution are not avail­able. One proposal is to expand enrollment of the current institute at the secondary level to 1,000 students to correspond to the first phase. Another 200 students would be added at the junior college level in the second phase. Other proposals are less ambitious.

Table VJ:-l is taken from the draft version of the lonq-ranqe plan of the Ministry of Education. It describes projected development costs of the new'­institutions. All of these funds would have to be raised outside of the budget of the l-!inistry of Education. Table VI-2 shows the Ministry's pro­jection of graduates to be expected from the new and restructured institutions.

In sunmary, the Ministry of Education proposes to raise the level of education provided in its technical/vocational proqrams, to produce graduates for teChnician and supervisory positions in the labor force.. TwO major arguments are given to support the proposal. First, the al:g'Ument is made that at present there are no training progrmns available outside of the concessions for these kinds of persons. It is argued that Liberianization cannot take place unless Liberians are trained to this level.

Table VI - 1

costs of Proposed Restructuring of Technical vocational Institutions

Costs in 'thousands of DOllars

project Build;in9's Technical Assistance

Planning and Development of Technical Education

Technical Teacher Training L9V'l'C

BWX-secondary 1,150 Post secondary 800 Teacher Training LSVTC 200 Addi tiona! '1'echnicaJ.

·tiqh"_Schobls 1,634

TOT.AL 3,784.

15

{No figures given) 620 700

_ f1~~!g~v.ezd

170

900 -2,405

Source: Draft version of Ministry of Education Long-Ranqe Plan

96

96 768

960

'. ,

- 4 -

'.rab1e VI - 2

PROJECTION or ENROL!.l>IEN'l' All) GRADUATION FROM EXIS".L'IOO '1'ECBNICAL/VOCA1'IONAL INSTI'l'Ul'IONS

(l3.W.I., L.S.V.T.C., BOND MINES TRAINING CEN'l'ER AND TWO NEW MtJIIJ.'ILATERAL SClroOLS

YEAR ENBOLLMEN'J:I ~ -1972 90a 131 .

1973 920 200

1974 920 200

1975 920 200

1976 920 200

1977 1,080 200

1978 1.,240 200

1979 1,400 200

1980 1,400 300

1981 1,400 300

1982 1,400 300

(Zwedru and voinjama multilateral high schools will enroll students

in 1977, the first group will graduate in 1980.)

source: Ministry of Education

-: 5 -.

This arqument obscures the fa~,.>~t. almost all ~~ and supervisory personnel are'cUrrently emplo~~e concessions 'or other foreign-owned fi:cns. Rather than shift the burden of the cost of..ltrain~ high level personnel from the concessions to the public sector, it ~ld seem more reasonable to require the concessions (and other employers of high level manpower) to assume the responsibility for training of Liberians to replace expatriates, as is done in most countries. '!'he cost of trainiJl9 the relatively small (compared to needed) numbers of graduates of these programs will severely strain an already overwhelmed national budget and constrain the realization of other important programs.

A second argument for restructuring current institutions is that the quality of present graduates is low. '!here are several possible responses to this argument.. First, although the quality of graduates rrnst be lower than is desired, the available evidence suggests that. employers are willing to hire these persons and to provide them with further training. !l'hat is, the labor market does not consider the level of traininq so low as to make these persons unemployable. The quality of present programs ouqht to be raised and can. be raised without major changes in curriculum and. without such massive expenditures as are proposed, t:hrcugh programs to restore buildings to a useable condition, through the purchcise of additional. equip­ment and tools, and through in-service trai.ning proqrams for staff.

It could even be argued, particularly in the case of BWi, that instead of lengthening the traininq program offered there, that it b6 shortened to correspond to that of the I.SV'l'C. It will be recall.ed that graduates of the LSVTC have had no problems finding employment.. A rough estimate of the cost: per graduate from the three-year program is $5600 canpared to the cost per graduate of approximately $7000 per graduate for BWI for a four-year pro;ram. Employers do not find large differences between graduates from the two schoo The BWI cost is high because of the high dropout rate. Efforts to raise the quality of instruction and improve student morale would do much to increase the productivity of the institution.

~e argument here is not that Liberia has no need for persons trained in technical subj ects beyond the secondary level. '!'hat need is lUge and will remain unsatisfied for a long time. Rather, the questions aslted. are: ItCan training be provided more effectively by employers than by publlcally financed institutions?" and "At this stage in Liberia's develop:nent, should emphasis be placed on advanced level training to the detriment. of meeting needs at more fundamental levels in the system?1I

The infcmnation and a.x'9UlI1ents gathered for thl.s report suggest that Liberia should shift to employers the major share of costs of trainin9 at advanced levels, that is, of post-secondary tec.hniciitns and enqineers. Technical and capital assistance should be made available to the Ministzy of Education (and the Ministxy of ~i; Youth and sports) for the improvement of vocational/technical training programs at the elementary and seconciary levels only.

Recamnendations

Consideration should be given to assisting the Ministl:y of Public Works to ~ its traininq center in Bassa County. In addition to funds for the

- 6 -

construction of a 30-person domitory facility and expansion of existing support facilities (e.g., kitchen), small amounts of equipment.will have to be purchased.

Discussions have been initiated but not canpleted with the Ministry of Defense for the purpose of expandinq their training programs at camp Schiefelin and in Todee, and for using military personnel as commutrl:i:.y development and basic literacy workers.

Technical assistance should be provided. to the Ministry of t.abo2t~ youthll and sports to assist in the planning of on-the-job traininq programs in small fi:cns in Monrovia. The advisor expert in national apprenticeship schemes (e.g., SENAI of Brazil) would be required for approximately two years. 'l!1is effort should be coordinated with ILO/ONDP. The Klay Basic Training Crafts Center should be operated as it is until the urban vocational Traininq center is in operation in Monrovia. At that time the lUay center should either be closed or converted into a rural training facility. NO capital inputs are required at this time. For an immediately fundable project that would provide skill training for poor urban youth, see Appendix Bot A Model Elementary Vocational Institute.

Given evidence for stroll9 GOL commitment to add a post-secondary level program to the Boolter Washington Institute, it would seem useful to suggest alternatives to such a policy which would accanplish essentially the same ends, and far more cheaply. At this stage in Liberia1s development, it seems more appropriate to improve the quality of instruction at the present level in mil, push through more graduates by increased retention of students through shorter programs,. It will also be very wise 1n our judgement to postpone the costly conversion of the Institute until some further date. 'l.1le volume of students could be expanded either by addinq more domi tories or running more day students (e.g., using buses to brinq students from surrounding towns). Present shops can be restored to good working conditions with relatively minor repairs, and could handle twice as many students as at present with proper s:a!iedU!iftq: and .incxeased.shop staff. Additional equipment and tools will be required. In-service training programs for instructional personnel would require the presence of technical advisors. These persons should be experi­enced in vocational secondary education, in the areas of electricity, auto mechanics, diesel mechanics, construction trades, and agriculture. A program of two-man years for advisors in each of the five areas, combined with opportunities for short (6 month) training programs for Liberian staff would be sufficient. It would be advisable to send instructors for traininq in neighboring African countries with simi] ar technologies and instz'Uctional problems.

(1) Events Leadill2 .!:£ 1!?! Foundil'l2 (1921-1929)

ANNEX G Section II

- Ex-President C.· D. B. Kine; visits TUskegee Institute in ti. S.

- Ms. Olivia Phelps-stokes establishes fund for founding Bm.

- Dr. J. L. sibley, a personal friend of Booker Washington, becomes educational advisor to Liberia on behalf of Phelps-stokes Fund, mission societies and private groups.

- BWI founded March 17, 1929.

- GaL granted 1,000 acres and $5,000 toward construction.

- B'lI governing board incorporated with representatives £rom u. S. and Liberian mission and private qroups.

- BWJ: supported as private institution with $5,000 annual: ~ from GOL.

- Few records available for this period.

(3) Modern Beginnings (1950-.!:1§.i)

- GOL inereased annual subsidy to $11,250.

- GOL assumes control of BWI in 1951.

- GOL and U. s. agree on 1ong-ter.m assistance for BWI (1955-1965).

- Prairie View College begins AID-ftinded technical assistance in 1955.

- Liberian principal appointed in 1957.

- campus and facilities expanded 1956-1958 with GOL material.s, U. S. equipment and student labor.

- Newly expanded program opened 1958 including 16 vocational specialties with GOL budget of $148,000 and 468 students.

- u. s. provides 1ong-ter.m training for 30 Liberian BWI staff 1958-1965.

- Enrollment increases to 856 in 1966 with 125 graduates.

- U. s. assistance phased out 1965.

- 2 -

(4) Recent Events (~-present)

- BWI trained staff seek other employment.

- plant and facilities not maintained.

- student strike resulting in school closing 1974.

- BWl reopened in 1975 with 850 students.

- GOL beqins plans for National Vocational Education program.

- GeL requests AID assistance for EWI 1976.

- Harvard Study 1976.

- GaL purchases $250,000 in new equipment 1976.

- BWI enrollment reaches 1,050 in 1976 and 1,250 in 1977.

- Evening program be9UI1 with 200 enrolled.

- SWl graduate becomes Vice-President of Liberia.

'!'his is the background from which this project was developed.

Br'T.J: PETAILED BtJDGETS (1978-1983)

p W"'2'-

.!!! OPERATING .~ (S~)

un8/79 1979/80 1980/81 1981/82 1982/83 TarALS 'I personne1!!.'E sumlies ~ ~p~entl

~) Administration $ 165,100 $ 165,100 $ 165,100 $ 165,100 $ 165,100 $ 825,500

(B) Guidance 28,000 28,000 28,000 28,000 26.000 140,000

(el curriculum 32,350 54,800 57,200 57,200 57,200 258,750

(0) Mechanical Trades 136,700 159,200 174,700 211,200 211,200 893,000

(E) Bui1ding'~~s 174,100 210,600 240,100 240,000 240,100 1,105,000

tF) Agricultural Trades 75,300 89,300 97 ,800 97,800 97,800 458,000

(G) Electrical Trades 115,600 138,100 145,100 152,100 152,100 703,000

(11) Business Education 93,200 86,100 65,000 51,000 51,000 346,300

SUbtotals $ 820,350 $ 931,200 $ 973,000 $1,002,500 $1,002,500 $4,729,550

:u: ~-De.I>artmentCl;1 service~ ~ Supplies

student Food 378,000 407,000 423,000 395,000 430,000 2,033,000

staff Local Travel 5,000 5,000 5,000 5,000 5,000 25,000

Fuel and Lubricants 14,000 16,000 16,000 18,000 18,000 8Z,000

Participant Travel 5,760 9,800 22,400 7,000 -0- 44,960

Maintenance, Spare Parts and SUpplies 20,000 20,000 20,000 25,000 25,000 110,000

Subtotals 422,760 457,800 486,400 450,000 478,000 2.2~:~~ Iii : : ; = I ; .. : . !

'\ TO'I'.AL OPERATING BUDGm $1,243,110 $1,389,000 $1,459,400 $1,452,500 $1,480,500 $7,024,510 g :x: \

H

6~

6

!".)"

~

1978/79 1979/80 1980;el 1981/82 1982/83 TOl'AL X Personnel ~ sulJ!lies <EI Dej)CI~eIlt)

'-"

(A) ADMINISTRATION " !

principal $ 10,500 $ 10,500 $ 10,500 $ 10,500 $ 10,500 $ 52,500 Vice principal 9,900 9,900 9,900 9,900 9,900 49,500 BUsiness Manager 5,400 5,400 5,400 5,400 5,400 27,000 Accountant 4,800 4,800 4,800 4,800 4,800 :;24,000 noolckeeper 3,600 3,600 3,600 3,600 3,600 18,000 Cashier 3,600 h3,600 3,600 3,600 3,600 18,000 supply Officer 3,000 3,000 3,000 3,000 3,000 15,000 Warehouseman 3,000 3,000 3,000 3,000 3,000 15,000 BUilding and Ground supt. 4,800 4,800 4,800 4,800 4,800 24,000 Mason 2,400 2,400 2,400 2,400 2,400 12,000 caxpenter 2,400 2,400 2,400 2,400 2,400 12,000 Electrician 2,400 2,400 2,400 2,400 2,400 12,000 Plumber 2,400 2,400 2,400 2,400 2,400 12,000 Gardener 900 900 900 900 900 4,500 Labore~s 8 @ $900 7,200 7,200 7,200 77,200 7,200 36,000 Drivers 10 @ $1,040 10,400 10,400 :'_10,400 110,400 10,400 :~52,000 N

Janitors 13 @ $960 12,480 12,480 12,480 12,480 12,480 62,400 I

sec./Receptionist 4,200 4,200 4,200 4,200 4,200 21,000 Messengers 3 @ $1,020 3,060 3,060 3,060 3,060 3,060 15,300 secretary 3,000 3,000 3,000 3,000 3,000 '15,000 Typist 2,400 2,400 2,400 2,400 2,400 12,000 ~lrses 2 • $3,600 7,200 7;200 7,200 7,200 7,200 36,000 Cleaners 6 @ $960 5,760 5,760 5,760 5,760 5,760 28,800 Cooks 12 ~ $1,200 14,400 14,400 14,400 14,400 14,400 72,000 Dietician 3,300 3,300 3,300 3,300 3,300 16,500 He~d CoOk 3,000 3,000~ 3,000 3,000 3,000 15,000 Night Guards 6 @ $900 5,400 5,400 5,400 5,400 5,400 27,000 De.an of Boys S,600 3,600 3,600 3,600 3,600 18,000 Dean or Girls 3,600 3,600 3,600 3,600 3,600 18,000

. Asst. Deans 2 @ $3,300 6,600 6,600 6,600 6,600 6,600 33,000 , Typist 2,400 2,400 2,400 2,400 - 2,400 12,000 supplies and Materials 8,000 a,ooo S,OOO 8,000 8,000 40.000

"

TOTAL AD1IDaSTRATION $ 165,100 $ 165,100 $ 165,100 $ 165,100 $ 165,100 $ 825,500

;

~

~

(B) ~UIDANCE DEPARTMENT .. " GUidance Counsellor $ 7,600 $ 7,600 $ 7,600 $ 7,600 $ 7,600 $ 38,000 sec./Receptionist 3,600 3,600 3,600 3,600 3,600 18,000 Dean of students 4,200 4,200 04,200 4,200 4,200 21,000 Registrar 4,500 4,500 4,500 4,500 4,500 22,500 Industrial coordinator 7,600 7,600 7,600 7,600 7,600 38,000 supplies and Materials 500 500 500 500 500 2,500

TOl'AL GUIDANCE DEPARl'MEN'.r $ 28,000 $ 28,000 $ 28,000:: $ 28,000 $ 28,000 $ 140,000

(C) CURRICVWM DEPARTMENT

curriculum Coordinator $ 4,050~" $ 8,100 $ 8,100 $ 8,100 $ 8,100 $ 36,450 English Coordinator 3,800* 7,600 7,600 7,600 7,600 34,200 Maths/science Coordinator 3,800* 7,600 7,600 7,600 7,600 34,200 Audio visual Assistant 1,800* 3,600 3,600 3,600 3,600 16,200 Graphics Production 3,600* 7,200 7,200 7,200 7,200 32,400 Machine Operator 1,500* 3,000 3,000 3,000 3,000 13,500 w

Librarian 3,900 3,900 3,900 3,900 3,900 19,500 Assistant Librarian 2,400 2,400 "2,400 2,400 2,400 12,000 secretary 3,600 3,600 3,600 3,600 3,600 18,000

J Typist @ $2,400 2,400 (1) 4,800 (2) 7,200 (3) 7,200 (3) 7,200 (3) 28,800 Supplies and Materials 1,500 3f QO() ... ~,OOO 3,000 3,000 13,500

I TOl'AL CURRICULUM DEPARTMENl'.$ 32,350 $ 54,800 $ 57,200 $ 57,200 $ 57,200 $ 258,750

*6 months budgeted for these positions

, ,

<!S"""

~

~

(D) NECHANlCAL DEPAR'l'MElfr -~---- .. u

Head of Department $ 9,000 $ 9,000 $ 9,000 $ 9,000 $ 9,000 $ 45,000 secretary 3,600 3,600 3,600 3,600 3,600 IB,OOO Instructors @ $8,500 34,000 (4) 42,500 (5) 51,000 (6) 59,500 (1) 59,500 (7) 246,500 Instructors a $7,000 35,000 (5) 42,000 (6) 42,000 (6) 49,000 (7) 49,000 (7) 217,000 Related SUbject Teachers $7,000 42,000 (6) 49,000 (7) 56,000 (8) 77,000 (11) 77,000 (11) 301,000 Workshop Assistant 3,600 3,600 3,600 3,600 3,600 18,000 supplies and Materials 9,500 9,500 9,500 9,500 9,500 47,500

TOl'AL MF..cHANICAL DEJ?ARrMENT$136,700 $159,200 $174,700 $211,200 $211,200 $893,000

(E) BUIWING DEJ?ARrMENl' ---_._---- ---...,.,

Head cf Department $ 9,000 $ 9,000 $ 9,000 $ 9,000 $ 9,000 $ 45,()OO Inst~~ctors @ $8,500 51,000 (6) 59,500 (7) 68,000 (8) 68,000 (8) 68,000 (8) 314,500 Instructors @ $7,000 42,000 (6) 56,000 (8) 63,000 (9) 63,000 (9) 63,000 (9) 287,000 Related Subject Teachers $7,000 56,000 (8) 70,000 (10) 84,000 (12) 84,000 (12) 84,000 (12) 3'10,000 o\llo

secretary 3,000 3,000 3,000 3,000 3,000 15,000 I

workShop Assistant 3,600 3,600 3,600 3,600 3,600 18,000 supplies and Materials 9,500 9,500 ,..29,500 9,500 9,500 47,500

TOTAL BUILDING DEPARI'MENl' $174,100 $210,600 $240,100 $240,100 $240,100 $1,105,000

(F) AGRICULTURE DEPARrMENl'

Head of Department $ 9,000 $ 9,000 $ 9,000 $ 9,000 $ 9,000 $ 45,000 Instxuctors @ $8,500 17,000 (2) 17,000 (2) 25,500 (3) 25,500 (3) 25,500 (3) 110,500 Instructors@@$7,000 14,000 (2) 21,000 (3) 21,000 (3) 21,000 (3) 21,000 (3) 98,000 Related subject Teachers $7,000 21,000 (3) 28,000 (4) 28,000 (4) 28,000 (4) 28,000 (4) 133,000 Secr~tary 3,600 3,600 3,600 3,600 3,600 18,000 Farm, Laborers@@ $900 1,800 (2) 1,800 (2) 1,800 (2) 1,800 (2) 1,800 (2) 9,000 workshop Assistant 3,600 3,600 3,600 3,600 3,600 18,000 Supplies and Materials 5,300 5,300 5,300 5,300 5,300 26,500

; \ TarAt AGRICUI/l'URE DEJ?ARI'MENT 75,300 $ 89,300 $ 97,800 $ 97,800 $ 97,800 $458,000 \ \

r&;-,~

(G) . ELECTRICAL DEPARrMENr ~. I I

Head of Department $ Instructors @ $8,500 Instructors @ $7,000 Related Subject TeaChers $7,000 Secretary t'iorkshop Assistant supplies and Materials

TOTAL ELECXRICAL DEPARrMENT

(H) BUSINESS DEPI\RTMENT

f Head of Department $

! Instructors @ $8,500 I Instructors @ $7,000

" Related subject Teachers $7,000 Secreta:ty supplies and Materials

TarAL BUSINESS DEPARTMENT $

II !!2!!-Defartmenta1 Services and Supplies

o ~.

student Food ($1.50/day/boarding $ student

Staff LocaltTravel FUel and Lubricants (Vehicles and

Equipment, Kitchen) Participants Travel @ $1,400 Maintenance, spare Parts and

supplies TarAL NON-DEPARl'MENTAL

SERVICES AND SUPPLIES $

9,000 $ 9,000 $ 34,000 (4) 42,500 (5) 28,000 (4) 28,000 (4) 35,000 (5) 49,000 (7) 3,000 3,000 3,600 3,600 3,000 3,000

115,600 $ 138,100 $

9,000 $ 9,000 $ 17,000 (2) 17,000 (2) 35,000 (3) 28,000 (4) 28,000 (4) 28,000 (4) 3,600 3,600

600 500

:'9~f200 $ 86,100 $

378,000 $ 407,000 $

5,000 5,000 14,000 16,000

5,760 (4) 9,800 (7) 20,000 20,000

422,760 $ 457,800 $

.. ~ . ("'""J

9,000 $ 9,000 $ 9,000 $ 9,000 42,500 (5) 42,500 (5) 42,500 (5) 204,000 35,000 (5) 35,000 (5) 35,000 (5) 161,000 49,000 (7) 56,000 (6) 56,000 (6) 245,000

3,000 3,000 3,000 15,000 3,600 3,600 3,600 18,000 3,O,£Q 3,000 ~,OOJ) 15,000

145,100 $ 152,100 $ 152,100 $ 703,000

9,000 $ 9,000 $ 9,000 $ 45,000 17,000 (2) 17,000 (2) 17,000 (2) 85,000 14,000 (2) 7,000 (1) 7,000 (1) 91,000 21,000 (3) 14,000 (2) 14,000 (2) 105,000 3,600 3,600 3,600 18,000 11l

400 400 400 2,300 . 65,000 $ 51,000 $ 51,000 $ 346,300

423,000 $ 395,000 $ 430,000 $2,033,000

5,000 5,000 5,000 25,000 16,000 18,000 18,000 82,000

22,400 (16) 7,000 (5) -0- 44,960 20,000 25,.000 . 25,00.0 110,000

486,400 $ 450,000 $ 478,000 $2,294,960

~

r..r",,, \

:I. Construc"tion and RenO-Jation

%:t. Equipment and Furnishings

Total Capital Budget

~W! CAPITAL BUDGET (su~ary)

.1978/79 1979/80 1980/81

261,000 586,480 342:160

174,000 300,000 173,000

$435,000 $986,480 $515:160

..

!981/82 1902/81

53,000 38,000

$53,000 $38,000

TOTAL

1,189,640

738,00,0

$1,927,640

m)::J

~gj ct~ s ... ·N o ::ill::

H H

6-­--

~

r-

• «

~

BWI CAPITAL BUDGET

I. Construction (C) and Renovation (R) 1978/79 1979/80 1980/81 1981/82 1982/83 TOTAL

CA) Administration: water/sewerage (R) (1) 60,000** 40,000** 100,000**

Dormitories (C) 8 276,480(6)** 92,160(2)** 368,640**

Donnitories (R) 24,000 24,000

staff Housing (C) 126,000(5)** 210,000(10)** 210,000 (10)** 546,000** 25 units

Clinic (R) 8,000 . 8,000

Kitchen (R) 5,000 5,000

Library (R) 1,000 1,000

(B) Guidance Department (R) 2,000 2,000

(e) CUrriculum (R) 2,000 N

2,000 I

(D) Mechanical Trades (R) 25,000* 15,000* 40,000*

(E) Building Trades (R) 8,500 25,000 33,500

(F) Agricultural Trades (R) 15,500 10,000 20,000 45,500

(G) Electrical Trades (R) 5,000 5,000 10,000

(H) BUsiness Education (R) 4,000** 4,000**

TOTAL I $261,000 $586,480 $342,160 $1,189,640

(1) 8 one story donnitories of approximately 2560 sq. ft. each including toilet., bath and laundry areas. Each dormitory houses 80 students (32 sq. ft. per student). CUrrent price $16 per sq. ft. with maximum use of

local materials. Inflation factor of 6% per year added, for estimated cost of $18 per sq. ft. i.e. $46,080 per dormitory.

(2) 25 housing units of which 10 are I-bedroom (800 sq. ft.) and 15 are 2-bedroom (1200 sq. ft.) at $21 per sq. ft. * To be provided by German Government. NOTE: Line items not asterisked

** To be provided by GOL To be provided by USG

..

::~

- ~:. ~

ANNEX I

GRANrEE REQUEST FOR ASSISTANCE

•

O""ICl!: 01' THIi: • .t'Ht5TItR

-III '/ 6 --

REPUBLIC OF L18ERIJ~ ~ 1_ '}~,.t~

MINISTRY OF ?LANNING AND ECONOMIC AFFAIRS ~:

J tf(/j}·C P. O. BOX 90ld

(i D \J //2../< MONROVIA

ACTION'; PR.i.<t I NF~) : D IR {,'ill

C&.R/RF

MPEA-429 IF-l. 2/ I 76 March B, 1976

Mr. Director:

I have the honour to refer to our 1e1;ter No. MPEA-346/D-7-1.8

of March 3, 1976, acknowledging your letter of January 30, 19/6 in

which you di:J"tributed co;>ies cf the Ha.vard Institu:t'3 fOL' Interna~icnal

Development Tea:::. Hep.)rt enti "'(;:e(.4.: "Ne"1 Di:oecti ens for Educa t::'on and

Training in Liberia: Pre!iminary Surveyp

I am pleased to infc~m you that the agenci~s of Government

concerned with education and trainin!! have cX.:llD.ined 1;h~ report and

conferred on its findings and recommendations t and their reacti~ns

generally suggest that the report is in i:armony -.Hi th the goals and

objectives of government on education and training. While we do .not

agree with certain 6f the detail statements of the report, the con­

clusions however are found to te generally acceptable.

This letter will therefore ~onvey tee formal approval of the

recommendatic..ns c.:mtained in the repor't for our further consideration

and i.mpl~mentati()n in t.l(~ fo11owl.ng ord€r of priori t:n

Priority No.1

Shift emphasis i:1 l/oc~tiol1':l.l/technical education a\'Iay from formal schooling for ~igh l~v~l occupations by:

a) Improving capacity of pres~nt vocationa.l schools to produce gradua.tes at intermedia~e skill levels;

b) Developing natior-al apprentiCeGhi? system to provide on-the-job tr=.ining connected with Liberianization program;

c ) Suppor"ting skill trai.ning prog::I:'eIOS run through Sector r'~inistries;

d) Develcping c6nters fer l'la;;ward youth.

Priority No.2

Raisp. number and quality of grad'latCJ. through imprnv'!:d teacher training and provision of teaching m~"teria1s:

'w

2

The Director USAID

. a) Shorten prp.-service teacher ,training and develop

a system to provide in-service training reguf,arly for all teachers;

,b) 'Create school libraries including co~plete sets 'of Licerian textbooks, for usn by all publ::"c school children.

Priority No.3

Increase supply of agricul tUl'"a.l extension, hOOt; and community development workers in conjunction with agricultural res,:urch and integr~ted rural development programs and traiu villagers as model farmers or small equipment operatoro. '

Priority No.4-

, . Establish a system of .non-formal educa'tion with the following goals:

a.) 'Increase agricultural production among small farmers;

b) Improve health of rural populatirms;

c) Increasp effectiveness of local development and self-help efforts;

d) Augment GOL training capacitieo at local level;

e) Develop system of vi tal statistics in z'ural areas;

f) Increase literacy in both indigenous languages and English.

".lou will note that recolJ".menda tion (1) on • frtdeZli'; o';tnrollment.s at

all levels for at least ~ive years' has been deleted because it is !lot

in harmony with announced policies and objectiv<)s I)i.' the Government 0; i.iberia.' Inasmuch as the Li1:,erian Edu.:ation System d08S not have un­

liml ted resources and ad such we could not incraa::'lc enrollmen'!;

Significantly due to resources constraints, it dceJ r.ot seem expedient

at this time to pronounce this recommendat':on as a pclicy of Gov~r:nment.

. '.'.' '" ,1°

'J'

, ~a'C!JLIC OF LIf!E~lA mmSTRY OF PLMINIHG ;UIO eCO~IOf.1lC AFr-AI'

The Director USAID

f1arch 8, 197;

In order that we may continue with the momentum which has

characterized progress thus far, we would t'e pleased to meet with

you soonest

assure fast

should further cla~ication

follow-up actions. \ ' ,""-

seems necessary and to

Please conv~y to the members of the 'ream of the Harvard

Institute for In~ernational Developm~nt our appreciation for a

very informative presentation and a report which can serve as a

useful basis for further action. May I also ~xpress ~n~ appreciation

of the Government of Liberia for your Governmentts p::com?~ action.

Kind regards,

. '.~ ...... ~.

-

ANNEX !

The files NOvember 15, 1976

J. L. Sperling

Report on Meeting' held in the Director's office U110/76 - 4 :30 p.m.

GOL Participants t

J):c ftanklin Neal, Minister of Pl.aMinq P. dlenoweth, Asst. Minister of Agriculture Mr. Kennedy, Asst. Minister of Labor Olivia Ockner, Director, 'reacher Traininq l«JE Mr. CUsell, Asst. Minister of Local GoV'ernment Mr.. DUncan, Deputy Minister of Education Mr. Morris, Director of Instruction

USAID Participants I

Mr. Siegel, Director Mr. Marsh, Program Officer Nancy TUmavick, Design/Evaluation Officer J. L. Sperling, Deputy program Officer MessrS. Nichols and Ellson - blk health consultants

'11le meeting' opened with Mr. Siegel noting' that one year had passed since the visit by Mr. Parker and that there had been =eh work done in that time. Be referred to the Harvard '1'eam and the continuinq disc::ussiona with various elements of the GOL. '!'he strategy, as it has lwOlved fran the various reports and studies was then spelled cut, by the Wle of charts

• which are attached. Mr. Siegel discussed the strategy which had been evolved i'Y or. Jacobs in response to the GOL's perceived needs and the USG' 8 ability to respond to them. The place of other donors was acknowledged and discussed. '.this aspect of the discussion put the 1JSAID strategy in the context of a lcmq range association with the BHR sector and elucidated the two major goals which have evolved fran the strategy.

At this point lJSAID representatives gave a quick desc:ipticn of the general nature of the projects which are under preparation in response to the goal.s which have been evolved frcm the overall strategy. The three pI:)Ojects which are being designed were described in texms of the logical f:amework matrices and their close policy prox:1mity to one another. '!'he proj eeta ware discussed mainly:.jn te.zmsof their hlpact on the rural. beneficiaries of the efforts, and a quick run 1:h.rQ1qh of the actual modus operandi of each project. Althcugh aspec::ts of each project had been discussed with each involved Ministxy dt:&rinq the development and conceptua­lizat.ion stages, the entire package had not been presented to all of them.

- 2 -

~is meeting was scheduled because it was felt that the projects were far now enough along in development that the combined sector strategy and opinions of various GaL individuals concerned with HUman Resources Development was considered a necessary input to confirm that the entire approach was fully in line with their concepts of Human Resource Development.

The results of the meeting were heartening. The various ministries involved appeared supportive of the projects which ~lere being constructed. There appears to be good communications between the lower levels and,the Ministers and Deputy Ministers who were present. On several occasions the Liberians expressed concern that the outputs of the projects would progress at too slow a rate. This was particularly true in the project which bas been designed to improve the efficiency of learning. Minister Neal stated that he would like to see the generalization of the project accelerated to year three rather than wait until all of the results of the comparative experiment were in before spreading the technology to other areas of the country. A cost analysis was briefly described of the ways to accelerate the spread, and the USAID designers will attempt to speed up the preparatory aspects of the proj ect in order to reach full implementa­tion quicker. On the Non-fomal project, the possibility of using some ECC funds to complement the techniques being installed unda:' this proj ect. were discussed. A further discussion related to the use of anthropological data in all three projects took up the remainder of the meeting.

One very important point discussed was the cost to both the USG and the GOL. It was pointed out that the US portion of the effort would total approximately 12 million over a five year period, and that definite phase out plans were being built into each project. The GOL contribution has been calculated at approximately 4 million. There was no discussion on this point and the general impression gained \'las that the GOL appeared prepared to fully support with their funds the new initiatives.

Comment: The meeting produced the impression that the GOL is satisfied with the directions that the new ERR Sector undert~cings is following. Certain details remain to be worked out. Hm'lever, it is the impression of the observers of the meeting that major roadblocks on the Liberian side have been overcome and that if the proj ects can obtain speedy approval in AID!tv there is a strong chance thati an active EHR Sector program can be functioning and starting to make a difference before the end of FY77.

CLEARANCE:

NRMarsh (draft) N'l'Umavick (draft) sSiegel __ ... (dr.;;;;..;;a;..f~t)

JLSperling:eg

ANNEX J

Ol'HER DONOR ASSISTANCE

OTliBR DONOR ~_r:SIST1\NC!1:

~.e attached chart entitled Projected SUP91y/Demand Pyramid for Industrial l-ianp0'!,1er indicates the tm-get groups of the maj or voca·tional training programs in L~~eria and the assistance to ti1e various programs from foreign donors. rrtle proposed 3tJI improvements have been designed to avoid duplication of other training center programs. Representatives of the ~,jPEA l:!anpOl'ler Division servec:' us full-·tirae members of the Tochnical Team to as~ist in defining m~ls role in '~e overall GOL scheme.

Underlying the entire spectrunl 0::; progra.I£lS in huma..'1 resources c1evelop­ment are the ~!orld Danl: contributions ·to 'che Elm sector \1hich total appro::imately $15 million. $6 million (40%) is ailneC!. specifically a'c vocational training. The Banl~ IS rnaj or effort under the Third Educational Loan is the esta1::l1ishment of a vocational Training Cen·ter (VTC) to be loca'cedj ust outside l-ioru:ovia in Garc1.nersville. The VTC r 'l!lhen completed in late 1979, "dll provide training in t'ualve trade areas at three levels: a tllelve month basic training course for apprentices: upgrading sId.l1 courses for t]orl:ers already amployec.1, and pre~employment courses. The yearly out]?Ut "1ill be 96 trainees uith short-time in-service up­grading for an estima·ted 550 sId.lled a.nd semi-skilled 1.'1orkers already employed. Horld Dank funds for the VTC are alloc'?-ted to construction, equipment I 33 months of technical assis'cance and 9 man years of fello\'lships :Cor LiberiC'.n staff. Hithin the forinal education structure the \'Torld !3anl~ is assisting "lith the cons'c:ruction, equipping, and 'training for the ney

.. 1 nlultilatsral high schools in Voinj ama o.nd Zt·ledru. Due to (Joen in late 1973; the t\'l0 multilat.eral high schools ~'7ill provic.a o.n optional track for pre-vocational education. T\'10 additional mul ti·~ lat:eral schools will he corurtructed under a 102.1'1 from the African Development Baul>;:.

Another major donor in vocational education is the European Economic Community (EEC). An eS'timated $1 million is being provided for the \7. V. r.;. Tubman Technical College a~c Harper I a pos';: secondary 2-yeC'.r program. The institution is e=tpected to be opened in mid 1978 and \1il1 provide training to the technical level for industrial '!J7orkers.· The initial in'cake \'1ill be 100 students .... 'i·th a gradual increase over the 4-year project: period 'co a ma:ld.mum of 400. It is an'cicipatec1 that a xelatively small percentage of BnI graduates 'I;'1ill qualify and seele entry to the Technical College.

There are other more modest vocational ·training programs in operation anc" in planning stages. . The Klay Basic Crafts cen'cer, ,qhich has pxoduced semi-sldllec1 't'JOrl-:.ers during the past several years, is currently receiving assist2.ncG from 'che Liberian Opportunities :Indus'crialization Center (LOIC) fun<2ed under an AID WO grant. :In 1978 the IUay Center which opera'eas under Ninistry of Labor, youth and Spores auspices, graduated 44 students in 4 trade areas. with LOIC assistance the number of skill trade areas "'1ill probably be increased to 12 wi'ch the nu.mber of students increasing to 110. In addition there 'lf1ill be a pre-vocational program of appro~dmately 90 trc.inees per year.

Hi th assistance from the Friedrich Naumc'.nn Foundation a National You·th Training Cel'lter uill :x: opened in Bentol in 1978 llith 150 trainees in the first 10 month course in C'.g:dculture. An estirnC'.ted 7~% of the course w'orl;: is directly related to agriculture t1ith the remainder focusing on a voce.tional e.recs such as plU11Lbing; carpentry.. 'ilot2l llor:=, and bricl;: laying.

In the area of office anc1 domestic skill training the DLlsiness and Domestic Occupation Training center is receiving assistance from ILO and the NOX1'regian Gover1went. At present:, the Center is training cIerI:/ typists, bookkeepers, an{ cool~ st·3''larc1s. The facilities of the training programs "lill be upgraded to double 'ch3 curren"l:: number of grc:.cuates by 1982.

Coordination and, particularly, estru)lish.ment of national standards is a major concern of' the GOL and the foreign donors. In conjunction ~]ith the Horle. Dank-supported VTC comple:: an Agriculture/Industrial Tr2,ining Boarcl "lill be operational by late 1979. There Nill !Je 7 separate divisions dealing with policy and gtlidelines in such areas as trade business and standards, curriculum developmontr e.nd agriculture c,nd rural youth training. The AITB v71l1 be an o.u·conomous body reporting to the National Council for Vocational Technical Education and Training. The Otandards and training guidelines to be estahlishec. ~JY the 2UTB, ,·lith technical assistance through the f'!orld Bank loans r uill effect all vocational programs in Liberia. The initial vocational profiles developed for the BN'! p:-coj ec't uill assist in establishing trc.ining guidelines for the AITB programs.

--.l ~

ProJECTED SUPPLY/DEMAND PYRAMID

ro R INDUSTRIAL MANHYWER

, ". •••••••••••••••••••••••••••••• Overseas Training

I 41.

L .i .•....••••••...•••••.•.•.•• University or Liberia i ~

Teclmic1anl!l •••••••••••••••••••••••• W.V.S. Tubman Technical College (Donora KEe)

Foremen and Supervisors

Skilled and Semi-5killed

Workers

••••••••••••••••••• Vocational Training Centers upgrading program (Donor: World Hank)

BAI (Donor'e: USlIn, Osman Govt.) Vocational Training Center:apprentlceship program

(Donor; World Bank) Klay Basic Crafts Center (Donors ore) l\usiness/DoIll&stic Training Omter

(Donors: IID, Norwegian Oovt.) National Youth Training ~nter

(Donorz Freidrich -Naumann Foundation)

--' "->~

ponor Ai5~ncx

IBRD

~ ~

GOL Un1t 1", ,.

Ministry of Education

Dates -1'176-79

~.J

fTojected Donor Assistance ~uc~t~9rLH~an ~es~~rces.S~c~

Pro1iect ~.pcr1~i0l!

1/

Amount

(A) Commun1ty Schools Project Total $4 million (loan)

1. Construction 100 primary school modular units

(Lota, Bone, Cape Mount;, Montserrado, Grand Bassa, Nimba.)

2. ZRTTI improvement: Construction: 7Q-place hostel. 3 sta.tf houses, a.g workshop

TA: 120 m/m Fellowship's: -~ 144 m/m in teacher training

3. Adult Education supervisory' system

TA: 2 [~/Y" FellOWShips: 10 mly

(D) MOE Central Administration improvement

1. Administrative reform

2. Curriculum developnent

3. Tenting & Ill<;;asurement

4. Educational Publication

5. Planning & Research

TA: 4 m/f' through !FA

TA: 7 rn/y

Fellowships: 7 m/y

TA: 2 m/y Fellowships: 3 m/Y

Equipmont -and Supplies TA: 6 m/y Fellowships: 6 m/y

TA: 2k m/y Fellownhips: 5 m/y

...::...:::. ~

~ .~

DJRD

Minist:r.:; ot Educa.tion

Begins 15177

•

6. !ERD Project Administration Vehicles & Supplies TA: 2~ m/y

(C) Future Project Developnent

1. Vocationa.l Training Center design and architectural

dral'lings TA: 18 m/m

2. J!'orest Ranger Training design and 6rch1tect'O.xal drawings Fellowships: 4 m/y

(A) Vocational Education

1. Construction of Vocational Training Center (Monrovia) TA: Fellowships ______ _

2. Strengthen Vocational Tra.ining Unit

Equipment Fellowships r&

3. Strengthen Manpower Planning Unit

Equipment Fello'wships ______ _

(B) Improve Secondary Science - Technology Teaching

1. Construct 4 centers for science and technology ~:

Fellowships ______ _

2. Strengthen Central HOE Administration (Secondary Ed. Division, Science Education Division,

Technical Education Division)

2/

Total $6.0 million (loan)

~ ~

~ o

African leve lopment kan""

Euro'(lean Economic Conununity

Ministry of

Education

Ministry of

Education

~

Equipment

TA:

Fellowships:

(c) Strengthen W. V. S. Tubman Teachers' College

TA:

Fellowships:

(D) Forest Ranter Training

Construction

TA:

Fellowships: ----- ---------

EeS.l.ns 7/1/77 (A) construct Community Schools

(Grand Gedeh, Sinoe, Voaryland)

:legins 197'7

6 new schools, 9 additions/renovations

(n) UNESCe Consultant

(A)

TA: 3 m/y

-----------------------------

Establishment of Harper Technical College ($1 mil.)

Equipment

TA: ._---_._-Fellowships:

~ G""

3/

Total $5.25 million (loan)

-- --._-,----

Total $3.5 milli.n (grant~

~ -

Europt:.~'1 Economic Community

European Economic :Jomnunity

IJilfi.)P /FAO

UNDP/FAO

Germany

Ministry of Agriculture

Ministry of tIea.lth

Ministry of Agrimu.ture

, :. Ministry of ,!-iealth

MiniBtI"lJ of Health

B~1.ri~ 1'J77

Begins 19J7

1977-1979 (Fha.se II)

Universit~r 1974-78 of

Liberia.

Ministry of 1975~7[\ Public Works

(B) Upgrade sCience/technology teachers ($450,000) . Fellowships: 12 week course at Turin

(c) Construct 2 centers for science and technology ($450,000)

(Bong, Gboareh High Schooi; Maryland, Ca.pe Pa,lma.s H. S.)

(D) General Training in voca.tional/technical field ($400,000)

(E) Agriculture Extension Aides in-country training ($450,OOO)

(F) In-country training for health center equipment maintenance ($200~OOO)

(A) Construction of health/education facilities 1-Agricultura,l (B) Managerial OJT ) Plantation

Scheme

Rural Healtl: Training Center for para-medical training TA=

Fellowships _. __ ._._. ___ _

Food proviJed to 109,000 in 180 primary schools

Support to College of Agricluture in research/training TA: 32 m/m

Camp Mechl.in Road Mainten'ln(;e Training Center (2~j H1~ Project)

T:\ ; 8 advisors

.... ,

$1 million (grant)

~ ~

Est. $1.5 mi,llion (grant)

$6.5 miD.ion (grant)

$1.5 million

$300,000

~

~

Netherlands

15 Non-gov-ernmentaJ. Agencies

U. S. Peace Corps

..

Ministry of 19r6-78 Health

Ministry of Annual Education

Various: Arrival: October, 1976

Education December 1976

Local ' April, 1<]77 Government

Agriculture July, 1977

Health July, 1<]77

~.Maryland County Village Health Project

Operation of elementary and secondarY schools and institution of higher learning

~

')1

$770,000 (grant)

Eat. $3 mUlion

Volunteers: By October 1<J77 total program ot 250 to 300 mid-level. FCVs Est. $8,oOO/PCV

Health Educators 20

Secondary Teachers 70 University of Liberia t; .. Teacher Training 26

Crafts Instructor 1 Vocational Education 2

Home Ec. Extension 2 Rural Youth 1

Health Educators 15

'\F::" \.J~

,.

NOTE: Following estimates based on 1976 contributions unless otherwise indicated.

GOL Unit Dates FELLOWSHIPS Technical Assistance - . . . . Germany University Annual Lecturers in Geography, Geology)

of Germa.n Language Liberia.

U. K. Ministry' of lCJl6-79 2 advisors for Lofa. COWlt) Feeder Public Works rtY'...da (training fucntion

University of

Liberia Annual Lecturers & Profession

Va.rious Annual 20 to 25 Fellowships in Ministries rural developnent areas

Italy Various Min:!':.:trlea Annual Medicine, export promotion,

agriculture, banking, etc.

College of· Medicine Annual 2 Professors, 2 Associa.te Professors,

2 visiting Professors

France Ministry of Annual Various 6 French teachers at University, Education (1CJ77) secondary schools, and teacher

training

Netherl.ands Uni \"erai ty AnouaJ. 4 Senior Lecturers in economic of and business

Liberia

Various Annual 18 Fellowships in Ministries agricul.ture & public

administration

~ ,P'

6/

Amount ... $ 31,000

?

51,000

80,000

35,000

72,000

200,000

?

?

,. ~

7/

NOTE: Following estimates ba.aed on 1976 contributions unless otherwise indica.ted.

pono~_~engy G~L_Un:\.t Da.tes ~~..J1ip! . Technical Assistance Amount .... , - ~F ilL ••

r _ It

Russia. Various 19'76-1981 45 fellowships in

and Ministries various fields ?

Ranarda.

WHO College of Annual 2 Professors in Ana.tomy and . . .-

Medicine Ph.a.rmacol.ogy ?

.f=':-.

~\

LIST OF U.S.-FUNDED COMMODITIES "(ILLOST'.RATIVE)

ANNEX K

,/'

Ch~

LIST OF US-FUNDED COMMODITIES' (ILLUSTRATIVE) Tota1*

FUrnishings (Living Quarters)

DOrmitory FUrniture

staff Housing' FUrniture subtotal

Furnishings (Office & Classroom)

Clinic

Kitchen/Auditorium

Library Subtotal

service Equipment

Clinic

Administrative Office'

Kitchen/Auditorium

Maintenance Subtotal

Instructional Equipment & Aids

BOOks & Periodicals SUbtotal

*Includes shipping costs

~) ADMINISTRATION

88,000

100,000 $188,000

2,500

37,800

8,000 48,300

3,000

4,000

22,000

4,000 33,000

5,000

$274,300*

(B) GUIDANCE DEPARTl-fENT

Instructional Equipment and Aids

BOoks and Periodicals

Testing Materials SUbtotal

FUrnishings (Office) subtotal

2,000

600 $2,600

6,000

8,600

Shipping costs 400 Total $9,000

ANNEX K

Source

Liberia

u. s.

U. S.

Liberia

Liberia

O. s.

u. S.

u. S.

U. S.

u. s.

u. s.

u. S.

us/OS LIB/LIB LIB/US

o~in ---

Liberia

u. S.

O. S.

u. SoO

u. S.

o. S.

u. S.

u. s.

U. S.

u. S.

u. s.

u. S.

$149,500 88,000 45,800

- 2 -Tot"'.l

I (el CURRJ:CULUM l<1ATERIALS DEPARI'r.1ENl'

Instructional Equipment and Aids

Video

Offset

Projectors

Camera

Bool~

Subtotal

FUrnishings (Office and Classroom) Subtotal

8,800

6,000

1,200

1,000

1,400

shipping Costs TOtal

18,400

4,800

$23,200 2,800

$26,000

(D) MECHANICAL TRADES DEPARTMENT

(To be provided by Ger.man Government/Foundations)

Source origin

u. S. U. S.

U. S. u. S.

U. S. U. S.

U. S. , u. s.

U. S. u. S.

u. s. u. s.

us/US $26,000

- 3 -

Total eE) BUILDING ';flumES DEPARTMENT*

Han, ·!Ools and workshop Tools (Wheel-bc..rrows,> mud buckets, sand shovels, router bits, taps and dies, boring tools, drills, wrenches, rules f T-SqUares, and various other small tools)

subtotal $17,200

workshop Equipment

Electric Power l1achines (stationary) $2,000

Electric Band Tools

Transit & story Pole

concrete Mixer

Brick-cnd-B1oclt Plant

vJe1ding Unit

Portable Tristand and Pipe Rises

Drawing Tables (45) and stools subtotal

Instructional E9?ipment and Aids

Books

Transparencies, Slides, Films

OVerhead Projectors (4)

Screens (4) SUbtotal

FUrnishings (Office and Classroom) subtotal

(90)

7;'300:)

2QOO

1,200

23,200

6·'0

1,100

16~;00O

2,200

1,300

1,100

500

Shipping costs

Tot~.l

*Includes Masonry, Plumbing, carpentry, Cabinetmaking, Drafting

$51,600

$ 5,100

9,500 $83,400

12,300

$95,700

Source

Liberia

U. S.

U. S.

Liberia

Liberia

U. S.

U. S.

u. S.

Liberia

U. s.

u. S.

u. S.

u. s.

u. S.

us/US LIB/LIB LIB/US

,

origin

u. s.

U. S.

U. s.

U. s.

U. s.

U. s.

U. S.

u. S.

Liberia

u. s.

u. s.

u. S.

u. s.

u. s.

$61,100 16,000 18,600

- ~ -Total

(F) AGRICULTORAL ~DES DEPARTl~

Hand Tools .- and '(r1orkshop Tools (V&ious Famers Tools, Kitchen TOols and Hares)

Subtotal 5,200

Workshop Equipment

Cooking and Baking Equipment $ 3,800

Cc~ng and Freezing Equipment 3,000

Tractors (2 ~d.th Spare Parts) 50~'OOO

P1atfor.m Trailer 2'~000

Electric Incubator for Eggs (2) 1,600

Irrigation Unit (with Accessories) 2,000

One-Ton Truck (\'li th Spare Parts) 14,700

poultry Production Equipment 28,550

small Fa:cning Equipment 3,:~O

subtotal $109,500

Instructional Equipment

'Books 2,400

Transparencies, Slides, Fillns 650

Overhead Projectors {2} 550

Screens (2) 250 Subtotal $ 3,850

Furnishings (Office and Classroom) Subtotal 10,000

$128,'553

Shipping:.posts 25,450 Tota~ $154,000

*rnc1udes Farm Management and Food Processing

source

Liberia

Liberia

Liberia

u. S.

U. S.

u. S.

U. S.

U. s.

U. S.

u. S.

U. S.

u. s.

U. S.

U. S.

u. S.

us/US LIB/US

LIB/CODE 899

Origin

U. s.

code 899

Code 899

u. S.

u. S.

U. S.

U. S.

u. S.

u. s.

u. s.

U. S.

u. S.

u. S.

U. S.

u. s.

$142,00 . 5,200 6,800

f.b~ - 5 -

TOtal

(G) ELECTRICAL TRADES DEPARTMENT

Hcnd TOols and Horkshop Tools (Various Electrical Tools)

SUbtotal

Workshop Epipment

ID~erimenter for 2 students (1) 2,500

Electric Motor Technology Center 2,560

Niring Booth, Contactors, s\'litches, etc.

SUbtotal

Instructione.l '$.quipment and Aids

Books

Instructional Models

Transparencies, Slides, Films

OVerhead Projectors (2)

Screens (2) subtotal

Furnishings (Office and Classroom) Subtotal

2,040

800

500

650

550

250

Shipping costs Total

$ 3,700

7,100

2,750

9,000 $22,550

2,450 $25,000

(H) BUSINESS EDUCATION DEPARTMENT

(TO be provided by GOL)

source

Liberia

U. S.

U. S.

U. S.

U. S.

u. S.

u. S.

U. S.

U. s.

US/'Us LIB/'US

.

Origin

U. s.

u. s.

u. s.

u. S.

U. S.

u. S.

U. S.

u. S.

U. S.

$21,300 3,700

- 6 -

source

(I) OTEER

Transport (and Spares)

FoUr-Passenger 2-~\1hee1 Drive Vehicle $ 9,:50QiX~2 = $19,000 U. s.

~~elve-Pcssenger Vans 11,000 X 1 = 11,000

30,000

10% Inflation 3,000

33,000 Spare Parts 1,000

TOTAL $34,000

E~~endable supplie~

vocational Departments (4) EA~endab1e Materials and SUpplies $28,000 Liberia

3 years X 3

Total $84,000

," ......

*The 3 vehicles specified are only items in this commodity listing to be procured by USAID. All other procurement is the responsibility of the GOL.

Origin Procurement

u. S.

Code 899

us/Os LIB/CODE 899

USAID*

$34,000 84,000

ANNEX L

~\ . •

At,~O ~o.i? . ~~:" .,-..

EquUi!E'..T: OU!N'n!Y »E~.mJ:1l'.!?! 1)1'f 2i COii1't:'IS!J

~~ul10 ra.n 1 lh4

2 k4

2 1 11&4, 1 l'Ccizt

D1.tUln 1 1'00: "

~.o:anG 2 Sad.

Val 'ft L.Ut.!t , Poo. P1~4 wench". , 1'00::

?mohaa (asscried) 9 l3t.i4

ClU~itl.a (U80ried.) 17 Ea4

SLde O1ltt1Dg p11as 2 Good

cu,tt11!C PUe1'8 2 Cooa ton&" l!<;)se PlJ.e:a 2 Cooa ~ckj nc PU.n , ... ~.iA ail' , CoM

o Clamp 2 Geod SQokets (u:oried) S, .. :Ba4; 59 Gco4

iache1.:1 , k4 n.::tbl. balltil. 1 PM: Sbori enasi_ 1 Goo4 Loq .sW.u1OD 1 C004 .&4J1l .... bl. v.:e.ah •• 2 PoolP

Vat. J1l11J (c!unmel lock)pUa 2 Q.aod

J' • .ta~ 2 l'co:.r OpeD ad ~Clhe. (usorie4) 23 19 BOvil, 4 :8acl

1101. P\u:leb •• , Ja4 Cola. wenahes (aoatH) 81 18 Good, 9 :ea4

lJoz ~ohe. (_ •• ") 9 0004 v.t.H ltRshe. 1, k4 Sonw ~ves ( •• IIO:td) 20 V."". l1ad.

steel ftle 2 Cootl

ItMa (ullOria4) 1 ~

],11 •• (.nat, :oun4. bal..,n=4) 19 Poem

l!raek .... tau 16 Q.oo4

to AtJ!O SHOP ).JOj 318t111t1AtI 1S38 P, a

"

.. • • ••• ~l··~\ ..<..

ESg~! -. o-;ru,nrr DESC!lP'PIt')if 011 t;nn!1'IO!J .... 1 ..... .. 0:1, .. • .

Po:tta'bl1J nrtll maoh1na 4 2 Poor; 2 ~.3.t1

set .~ tap and U. 2 Good Cal1,.s 4 l3a4. PoUa 1 l3ad

EdeJlll!oll coil 1 :BaS. '/

·bteDa1oa lJ.sb.i 1 k4 i'u. U'tI~sher 2 1 !A4; 1 U004

bill pasa a he:"

~110 p--s:as 1 PC" !a.cb Tices S 1 t!c~4; ~ liad

set ~ bodT jack • 2 Poor Jd7 I'll •• 5 Ioolt lIoq Eaaaa 10 Poo~

~. f!'.U'1 :I 1 l*il 1 Gooa noo. Jack (~ul:1c) 3 Ed

13attU7 cht.rSd 1 0004

llftll pe8~t 1 .0" tuuC'biOll~ Diafiliq Cho)

TUn SpaR Pl.uo Ql, __ /'estft 1 In Opq.u.e Pro:Qct= 1 :..., Vacua" hal l"amp 'ana ., llew

G~1I&1iq C""..QD..a8 4 Pc •• ll_

Ta1~ ~iDa1~J1acbjnos 2 lTov

WhHl lli ....... i lfaob '13$ 1 lift

Tal..,. G1P11lAna .. !rev

Sol4m:1A; Il:oa StaDa 5 Po •• S..,

.. Vic 11le > 1 1'-

Put..,. KA1 vea 3 11ft Stu C1&'tUq PUm:s , Pea. . .. VI ••• 2 Poa. liev

Coap.naaol1' ~.Irten l' P ••• lin

c-clupa 2 na. B." GeiM1l)C Stone 1 Pe. S ..

Rea,., Dat,7 Oftvl •• Ie ~ _toe 1 ll. If ..

Ca. .11.. bc'. 'a' Baeb 1 1_. BEST AVAILABLE COpy

•

d ,

'~~ger .AUG ~,*,E.f C3 Vol 1 ,. 2

lJo:ua ~Qlt!i'1u cu.U!t DiM SQad~

:na.-;~~ ~J·~S

lSach Tilles heel Cha:d AnTil ,u. ~sWft! Guase lb:aalc %11 rl ti:2$ Xach..i.n.e JlMkCol:l.4aau: ;eeste:z: Xotor! tQ 'ra&te

l'or.,able iTozala Ileatc:

Anto !o~ lt~ & ~ !ook .l.U 1It)1)JSe

4Ut ~:asac= V/&COu8SC:i. ••

st. ~Q l!ctol:

eoa.p,ftssio=. !&a~

~"~C!l lTad att&1a llolat

.1aoklt

r..ws.-uaa Qua

.&:ito All ~s. l)oU.,.

.".,. htI7' SJoou Jil:baeWn

".II~ AllalJ'zm: fire lxtupiDlle:

Tal ... S»::~ !eet~ lUo:'CIlf1t«1:'3 ,

l1oot::1.c ~t.s De Witlcl:1.:rta' lfaoh1 ae If;d:nmlfe ~

~~Covas

Wheel. .Alire_t Qaup

'&mJ.U~.

1

1

2

1

I

6 1 4 1'08.

1

4 1 h. 2 Poe ..

1

1 loU • 1

1 , .. .. 2 Pd.

1 12

12

2 .et. 1 1 1 , J •••

I 1 a 2

1 Ht

4- , ••• GOaf"

New lin

?In

:.. 1f_

, :raw lfft

llGY

Her.,

new :lev

Sew

!lev

!.f~'t1

:low

J'no

J'QV

rtw

!'ew

new lev !lev

Zi511 .,. N.-

-

• > ').11!Q ... SliOP

Pc 4

J911",mN'I: Mlamp. 6-Spq Ccf.. Vi ... CluJ- 6' ate Ca,ftac. Britoh (~ •• ) Slow !ozoh Xlaoaetua lDa14e .. ou.ta1cht Cal.:1pen

llGt.t1Dc W1lHls fh'1n41q stl)1'J.';'!i

!.iB Sta:M

Pc:1;a.)le J)!ec Sim4Q " PoUshe:. Feola O&a.""'f: Poriat.le El.~u!o b1ll.. Smam P:roo~ Cne,..

Geu ~ 1!!:r;en"' Tal va hJUt G~.i.».dft8 W/aoceS80U •• C7Unde:r XGbo.Z'.!ns rtacb1 =_ 33.ttu:' CM::-~

%Vmrn DESClllPl'!Olr OF CO!rDIl'ION •

, Pe .. n." ,Po .. lIiiV 2 Po •• II."

• Po •• 11"",

1 Po. i,n, 1 1'0. ~ey

2 1' ••• l ..

2 ilka. g...,

2 Nett

4 Poa. ltl$1S

2 Po •• ~

1 Z1'iV

; Poe. law 1 :Po. J1tflf

14 Poa. ll;v

1 J'~\f

2 3_

1 !le'!f

1 !f1111

f, "./' ~ V .~. -;-

!J!A't!HIN"E SHOP } ,

~ EQIlIIPl'<IENT QUAl'lTITY

L·l It Lathe ~'li th hydraulic and belt driven type mechanism

~4 ~It Lathe with taper attachment motor belt driven mechanism

13ft Lath.es with taper attachment on each motor belt driven mechanism

13" Lathes wlo taper attachments. Motor belt driven mechanism

10" Lathe w/fJ taper. Hotor

1

1

3

3

belt driven mechanism 1

9" Lathe wlo taper. Motor belt driven mechanism 2

911 Lathe for precision work 1 Milling Hachine (Tool Room Hodel)

~'Iotor bel t driven, hydraulic power i'li th 3 large vices 1

Hilling Nachine with motor belt driven mechanism 1

Vertical Hilling-Motor belt driven

Shaper 2411 Ram with hydraulic control, Motor belt driven

Shaper 6" Ram -IvIanual control, Hotor belt dri "'len

Drill Press Machine-upright, Motor belt driven

Table Drill Press Machines .• Drill Press ~'1achine-upright with

adjustable belt pulleys, !1otor 'bel t driven

Grinding Stone Motors Band Saw Hydraulic Press

1

1

1

1

1

2

1

1

con't

DESCRIPTION OF CONDITION

Very Good and functioning

Fairly Good and functioning Good and functioning

Good, but one lathe motor under repair

.Fai~ly good and functioning

Good but on~ needs 3-phase motor Very Good and functioning

Very good but NO cutters

Very good but NO cutters

Not in use, too light for students to practice with. NO cutters, vice and central unit for precision practice

, ..

Very good and functioning

VerJ poor, not functioning, NO part:

Very good and functioning Very goo'd and functioning

Very good and functioning Under repair at BMC Good, functioning but NO Blades Out of date, No parts, not functioning

)-. . .-!1achinc Shop

~pg'2

, EQUIPMEnT Air Compressure-Light Duty Metal Cutters-Hea~J Duty, hand

operated

Metal Bender-Heavy Duty, hand

QUANTITY 1

2

operated - 1 Grinding Stone llfotors 2

Power Saw-l-ilotor belt driven 1

Grinder-Light Duty 1

~'lelding Hachines-Heavy Duty-Adjust~. 2

\,ielding Nachine-Heavy Duty winding Ai;!? I

Vielding Hachine-Light Duty I

Portable 'i/alding I1achine 1

Netal Band Saw Nachine

Metal Drill Press I'<Iachine

Surface Grinding Machine

High PO'l,ver Tools ~"ld eu tter Grinder

Large Lathe (600)

High PO~'1er Abrasive Cut Off SatV'

Keller Power Saw Arc '!lelding r'1achine Furnaces-To Helt F900scrap iron Hot Spot \velder Heavy-Duty Elect. Furnace

I

1

1

2

1

1

1

1

2

1

1

DESCRIPTION OF CO.NDITIOH Good, NEEDS control unit

One. Good, but ~~EDS blades; one out of order

4Good and functioning Good but NO stones Goodand functioning Good but NO stones VerJ good and functioning

VerJ good and functioning Very good and functioning Good and functioning !ffiEDS table Vise, 4 doz. assort. metal blades IffiEDS table Vise, Jacob chuck, IJfachine drill bits ~II to 1~!I

NEEDS 'I'Iater pump motor, trans­verse motor, grindin.g ~'lheels

NEEDS grinding wheels NEEDS universal chuck, indeptt chuck, Jacob chuck, steady rest,

. follow-up rest NEEDS cutting saw for mild steel Abrasive wheels for temp steel NEEDS blades 16" or 17" long lillEDS Hyd. gas, Mitree powder NEEDS natural cooking gas NEEDS water line, oxygen Good

· ., lllJILl)nlC OONSTRUCTIOn !!.WODY SHOP 1

~ - -,.. ....

ESYUJtmI'! QU'J.]'J'2I'n DESe.aIP!IO~ OF COnDITIOn

e80re". lU:ul: 1 Good Cono:et. Jl):ato~a 2 Go04 !ape X_811ft. 100 Ift. 2 Good

" 16 it. 2 Good

" 12 n ... J Goo"l 51.dee Rammua a 111 2 Good

" 411» 3 Good

Clav ll'utwera 2 l~ .2 Cooa. Shovels 6 Good

1J1ae= 1 Gooel

Wheel l3a.r.Irov 1 :Ba4, unsail.1atao'iorJ'

l'.a71D8 !ronla 9" 18 Good.

Po1:t1Da !:ovela 6- 4 Iood.

71D1ahtDg If=ewl. 12" 15 Good.

J1a&ag ,Iul •• 6 71;. 10 i3:0kan

nUll'b 130 1J 12 Co04

St •• 1 Stua:.. 24~ 8 Go04 Spin t Levels ;olr (..Llum.) , Good

Ban4 Sa". 4 bRad; ansatia£aoto:y

SJ:.1 t Levels 2e" (WooUn) 4 !a4, unsa-;.1a£aotol:1'

Cbalk L.1lw 1 13&<1; lmsatiatactor,r

011 cans 2 Good

Clup l'1:tues 10 Good hinting Machine 1 Good

liMA Pans 10 llad; Ullsatis~ctor.r

Inking' Pe118 1 Good 3ench Vices 2 Good X & m Bu1l4.~s T:ana1t 1 E&d; unsaais£aci:017

E:rlel Bu11.4e~3 Level 1 Good.

:DaT1.d White l!tUlders Level 1 Cood Da~d Wh1t~ !uilde:s !:ansit 1 Good

llan8'8 Poles 6 Good.

Philladelphia Rod 1 Good.

· :anLJ)DlG C01lSnU~ION (HASOD'%' SHOP) p.~ 2

R:r:taJ: Rod

!-Sqaa:.. Wood.n D::aw1:ag 'rablea Wooden Stools

PODOll ShaJ!pene:.r

--

Q.tT.AUT!TY

1

20

22 , 1

:BUILDIllG ,CONS!RtJCTIOlf , EYlfNlTlJRE MAXIm D!P!.1 Olav Hamm&re 12 lW:L4 Saws 24 Jack Plarles 25 Smoo'th1ng Pl.anes 15 Ractohet )3racea 10

l3aek saws m: Tenon saws 16 It!. tre :Bo:.s 10

Hand Sorew Cramps 12

Ear Cramps 6 Ft. 24 ::B&: CJ:amp a 3 Ft. 22

27

4 Auce% :8i t s 1 lit 6 Auger Bits 3/S· S :a:ana. Drilla 7 Rebate Planss 10

Jointer Pl:m$iI 1, i7. Plro-t.Gto:o_ 6

E1'$ Goga-le3 12

"GIf O%" "c" Cl:am~t! {!;ron} 10

:Block Planea 13uch :!r.1~h~s , O:rov k:J:s 4 ~av Dn veZ'S 12'" 14 SO"" k;L veX'S 10 If 6

It illt 26 /I ';11 5

!Ull loaa ?laaea ; wcoa Chisels 211 4 Wood Ch:!.eels "'/Aft , ~ 4 Wood Ohisels 'tit 6

oan't

DESCllIPTIO"J OF CODmON

Good G004

Good

~t1staotory

Oood

Good 11-Poor

i-No SiedQ

Good

5-Hot Good

Good 4-11'ot Good Cood

Cood 2-lJ'ot Good

Good 2-11ot Good

Good

Good.

i-Not Good

Good

Good.

Good.

Good Good

Gooel

Good Gooel

Good.

Good

Good

Cood Good Jloo;:

Poc:;: .An \ '\-\'J ' 'd q

'mmJ)nlG CONST!.1!CT!ON (FlllUWraU H.AlWiG ~EPT.)

Wooa. Chieel i lt

Zig-zag Rules 6 ft.

~1oa »1ta OU Can. Pincers

IJ!=:r SqUU$. 12"

~ Bqua... .... B 61f

Combina~ioft S~xa~9S 121f Wooa Vices

011 S'ien ••

Ketal. 1ia.nd. SOny D:d. va

CClQ&ss Saw

7u1liD Sorew Driver Dovet.il S~"B Wooden l-ierr..1Dg Gauges

Xetal Mtald.ng Gauges

.li.= Ccml)rt!S5Cl:

1)180 Sander

JJc Say O~ Scroll Saw

J)zUl has.

?!1l tint; Table Say (Luge)

!11 ti.ng hble Saw (MeMa)

!!.11 tine Ta!ile sa" (Small.)

l'a:ka Bo 20 aanne7

:DaDA saw (:Big Sia8)

:Bani SAy (Scl&ll.)

Mo1l14.1ng H&oh1us

ROGnell !able Saw

1

16

1

1 8

12

4 12 31 5 , , 1

2

11

7 1

1

1

1

1

1

1 1

1

1

1

1

1

DESCRI~!CN CT CONDIT!ON

Good.

Couc1 Gooa Go04

1-Pool: I

Good. Good.

Good Good Good.

Good 4I-2fot Good

No1i Good.

!Tot Good.

Not ~I)a

Not Good

Openteo Yell; but liO VAL'VE

Operat •• YellJ 1110 mmra CEIsm.s

Maoit8ntoal Tl:Ouble and. SO D!SCS

Switch Trouble and llO DL1.DES

No D~111 Bits and tay

Damag~i f~ll1 ahJ.l'in« and DO :Blades

NO Sw1~eh and law ~ladG£ me MCto~ an4 Sav ~la4e9

Mechanical ~ubl. ~d NO 24· In.ad ••

Operate" W'~ll, imt NO l5l.acltJ$

~e_i. •• ~ell, but lio Bla4.*s Open-tee W"311 J but 110 CuttUlIt

ttechanieal '!~ubla 10 Jladea

.'

lmJ:~I:G COlisnu~IOB (.trtJltl'Jl!Ot.JJ !U!:= m;n.)

Po 4

~

CombiDatic. Maohine

SaAtUug Machinas

m.eo'b1oal liAn4 »nll (N- ,1722) IaD4 QriJUieJ1 r E:ncsioA Cow (!Iooda) ClPillGi DC Maetd-ne

SVPnJ:!!f

1

, 1

1 , 1

DEacmI;'!'!C1j OE C2NDr:~OR

Xecha:cioal !:ov.~l. (b'bb4 Wheel ~iD.gs) e4 NO 23l.a4es '

Operates well, wt 110 ~a1!l6 :Balts NO :Bj.ts

Opel."atQU -WeU

OJtcataa WeU Opeate. WeU

f .'

c~' _P_5_"2_·'_· _________________________________ _

..

EOUIFl-iENT

Paul tr.l Shears

L1tmllB ;Papers

Packs o~ Eog a1ngs

~l. :30:89 o!" Hog :iound ""OrJj]S vi 1;11 Ute h1stor,r

JO:es "rBaountine Insects Jars or Soil Samples

Jars of Fertilizer Samples

~le JUG

Jack Screw Graduated Cylinders

Sample of Slleo:? or Ca.ttle !:L:;l9

Soo.pl~ ot Spin:r-headed :;O~

Sample of Cattle Coocidiosis

Sample of Pig Round \4or.n

Sample o£ ]'owl nu:.or ~ple o£ Pig Development

~es

l)igging Porks

Pit Forks

Cultivating l!oea

Garden !roes ~w :'~akers

Shovels lll· :aL:!.

M.a.m:a-e .Forks

Shoftla N° 13£

S}md.aa

CUJ.tivators

D1g&e:a Field gt)e~

of

'110m

:?ig

J~zC~I?TION OF CONDITION

2 Uew

so (49 blue NJI'V ~ 40 rid)

13

2

26

16

36 :;3

2

2-1000 ,nl 1-500 ml 4-250 1ll

1

1

1

1

1

1

51 22

2

20

13

3 19 16

20

23

2S 31 4

10

::isw

iitlw

Old; Ensatiafaotorj Clj; Uns~t!a!a.ctorJ' :Iaw

~Tew

All Cld.

Old

Old. ,Jld

Cld

Old

Old

2 ~xoken; 49 Good

Cld

Old

Old.

Old

1 :i3rokt'm; 16 Old.

:Iew New New

.' 1 Old, ,0 G¢od

. Old

:; :B'roktlllJ 7 Ccod

BEST AVAILABLE COpy

Inst:uotora' Stations with Drawers

Instructors' Drawine :oards with maohines

D:artins Machines £o~ Stude~ts

!:acing !aole with Light

Lettein& :C;o.uip!ltmt with pens

P:il2:U:ac Maollines

Draving Inst%'Utlents (<aometr.r) Wooden T-Squares Wooden Drawing ~ables with stools Roting Gxaphie ?ena Levalling Rod &; Inztr.m:ent (surve~)

45· Triangles

;0 --00. '.l::t'i:l.Ila'1 e :9

D1'av1n.s Tables wi tl:a steols

Scales

DE?~'l'tk.~ OF A.G:aI(.m.T:JR3

Z.roeeno !ncubator~ .&11' Compressors

Soil pH Hetera Po., hole Drill Eleotrio Drill Gn.t'ting Kit iIaD4 SaWIJ

P:wUng Shlta:r3

Rack Says

Crov~

lib. CUtting ?lien

Gfttt1:1g wa: Sh.oulde:rina' Flu..."C

con't

""-'''~~f'I:''l .. t ~1 .... .L"l."'..l._.t.:_

2

62

42

2

2

15 1

8et.

3 sets ;0 51

seta 1

26 :;0

41

20

2

2

10

2

1

2

7

" 4 1

5 2

2

~:::CRI?~!O:! 0:- COHDITIO!T

Uew

~iew

!!ev

!lev

new ~ey

New

U'nsatisiacto%7 Old and Un~ati8£BotOr.7

::ew ~ew

14 3roken

Unsatisi~ctoryf broken, e:acked edges

Good

Unsatisfaotory-c:a~.d e~es

14 are not Z¢od; almo.t all of them a.=~ out o! use

?oor

:; ... '" !Ie",

.!iQV

New

Nev New If newJ 1 Old. ]t 9"",-1

:;ew !lew

Jaw ~ey

HIw

\D1

•••• Jlept. a! ~iO • . .

~ Ps. 3

"!. • 4-~~

ESl1IP!~~ G.lJA..'Wr~Y nEECEI?~I~N OF CONDITIC:

!%'Ovels 17 1 Old, 16 Good.

E4cer " Old

be 1 Old Plnpl ill D 3 Old

Pole-Tree Pruners 3 New W"wne Pruner 11 Old

~'ha.l ~arrows I) Old ... Winnower 1 Old

Anvil 1 Cld

Steel Ta.bles 2 eld

Vioes 2 Old

Sp~yill.g Cane 2 :!d

Via. titing Cans 4 Old.

CutlalJs 1 Cld

~ectric Grinding Jtona 1 Old Rice :-iill 1 3:okan; not functionabl~

•