Document of

The World Bank e

FOR OFFICIAL USE ONLY

Report No. 2450a-JM

JAMAICA

STAFF APPRAISAL REPORT

THIRD EDUCATION PROJECT

(TECHNICAL AND VOCATIONAL)

November 24, 1981

Projects DepartmentLatin America and the Caribbean Regional Office

This document has a restricted distribution and may be used by recipients only in the performance oftheir official duties. Its contents may not otherwise be disclosed without World Bank authorization.

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Currency Equivalents

Currency Unit = Jamaican Dollar (J$)J$1.00 = US$0.56J$1.78 = US$1.00

Measures

1 square meter (m 2 ) = 10.76 square feet1 square kilometer (km2) = 0.39 square miles1 hectare (ha) = 2.47 acres

Glossary of Abbreviations

CAST - College of Arts, Science and TechnologyCIDA - Canadian International Development AgencyILO - International Labour OrganizationIPCs - Industrial Production CentersITCs - Industrial Training CentersJSA - Jamaica School of AgricultureMOE - Ministry of EducationMOH - Ministry of Health

MOI - Ministry of Industry and CommerceMOY - Ministry of Youth and Community DevelopmentNDA - National Development AgencyUNDP - United Nations Development ProgrammeUSAID - US Agency for International DevelopmentuWI - University of the West IndiesVTDI - Vocational Training Development Institute

Fiscal Year

April 1 - March 31

School Year

September - June

FOR OFFICIAL USE ONLY

JAMAICA

STAFF APPRAISAL REPORT

THIRD EDUCATION PROJECT (TECHNICAL AND VOCATIONAL)

Table of Contents

Page No.BASIC DATA

I. SOCIO-ECONOMIC FACTORS RELATED TO ECONOMIC DEVELOPMENT ... 1

Economic Background and Development Strategy ...... 1....... Implications for Human Resources Development .... ......... 1

II. VOCATIONAL AND TECHNICAL TRAINING ........................ 3

A. Assessment of the Vocational and Technical TrainingSystem ........................... 3

Overview ........................... 3Institutions Involved in Vocational andTechnical Training ........... ............ 3

Issues in Technical and Vocational Training ....... 6

B. Education Development Strategy ..... ................. 9Government Sector Policy and Strategy .... ......... 9Bank Lending Strategy ...... ....................... 9

III. THE PROJECT ............. ................................. 10.

Objectives and Scope ........ ............................. 10The College of Arts, Science and Technology (CAST) ....... 12The Vocational Training Development Institute (VTDI) ..... 14The Industrial Production Centers (IPCs) .... ............ 15Technical Assistance ........ ............................. 16Pre-Investment Study on Primary Education LearningMaterials .............................................. 18

IV. COST AND FINANCING OF THE PROJECT ..... ................... 19

Cost Estimates .......... ................................. 19Project Financing and Disbursement Plan ........ .......... 21

V. PROJECT IMPLEMENTATION ....... ............................. 22

Project Administration ................ ................... 22Implementation Schedule ................ .................. 23Procurement .............................................. 23Maintenance .............................................. 24Disbursements .............................. 24Accounting and Auditing ................ .................. 24Reporting and Monitoring ............... .................. 24

This report is based on the findings of an appraisal mission which visitedJamaica in April/May, 1981. The mission comprised Messrs. A. Kouros (educator/education planner, consultant), L. Concepcion (architect), J. Levine (manpowerspecialist, consultant), J. Gailer (technical educator, consultant), and

J. Duff (financial analyst, consultant).

This document has a restricted distribution and may be used by recipients only in the performance oftheir official duties. Its contents may not otherwise be disclosed without World Bank authorization.

Table of Contents (Continued)

Page No.

VI. BENEFITS AND RISKS ... .................... .......... ...... . 25

Benefits ................. ........ . .. .... .... * ... .... 25Risks ................... 25

VII. AGREEMENTS REACHED AND RECOMMENDATIONS ................... 26

ANNEXES

ANNEX 1 Comparative Education IndicatorsANNEX 2 Structure of the Education System, 1981ANNEX 3 Summary of Capital Cost EstimatesANNEX 4 Implementation ScheduleANNEX 5 Selected Documents and Data Available in the Project Files

MAP

BASIC DATA

Literacy Rate 90%

Secondary Education Enrollment Rate (grades 7-11) 55% (Male: 25%; Female:30%)

Vocational Enrollments at Formal and NonformalInstitutions as Percentage of Secondary EducationEnrollments (grades 7-11) 7% (Male: 4%; Female:

3%)

Higher Education Enrollment Rate (grades 12-16) 8% (Male: 4%; Female:4%)

Technical Education Enrollments as Percentage ofHigher Education Enrollments (grades 12-16) 4% (Male: 2%; Female:

2%)

Public Education Expenditures as Percentage ofCentral Government Expenditures (1981-82) 14% (Recurrent: 20%;

Capital: 3%)

Public Education Expenditures as Percentage ofGDP (1981-82) 5.5%

Public Recurrent Expenditures on Technical andVocational Education as Percentage of:

- Public Education Recurrent Expenditures 25%- Central Government Recurrent Expenditures 5%

.

I. SOCIO-ECONOMIC FACTORS RELATED TO ECONOMIC DEVELOPMENT

Economic Background and Development Strategy

1.01 Jamaica's economy seriously declined during the 1970s despiteample natural resources, proximity to North American markets, and a well-

educated labor force. The nation's per capita real GDP decreased every yearfrom its peak in 1972, for an accumulated decline of 26% by 1980. The economy'sdecline can be attributed to reduced demand for bauxite and alumina (Jamaica'smost important exports), decline in tourism, neglect of agriculture, risingprices for petroleum, state intervention in the economy which has led toreduced foreign and domestic investment, and massive outflows of capital andof skilled labor.

1.02 The new administration which came into office in 1980 is committedto an export-oriented program of economic revitalization aimed at self-

sustaining growth by FY84. The Government's objectives 1/ are to promoteeconomic growth, reduce unemployment 2/, and increase the efficiency of the

supporting infrastructure. In order to meet these objectives, the Governmentintends to focus its efforts on those economic sectors whose capacity

is currently underutilized so as to secure prompt and substantial foreignexchange earnings, urgently needed to promote and sustain economic growth.The targeted sectors include agriculture (which showed no growth from 1973-1980), manufacturing (which in 1980 was below 40% of its capacity), tourism(whose hotel occupancy was at 45% in 1980), and mining (bauxite and alumina).The Government considers that with the plant and equipment now in place, real

growth of 3% can be achieved in 1981, 4% in 1982, and 5% in 1983.

Implications for Human Resources Development

1.03 With an average annual rate of economic growth of 4% and anemployment increase of 3%, it is estimated that between 1980 and 1990 therewould be about 450,000 persons entering the labor force. They would replaceworkers retiring or migrating 3/ (estimated at 20,000 per year) or occupynewly created jobs (estimated at 25,000 per year). Excluding non-seekers ofjobs, this net increase in employment would bring the unemployment rate downto 8%-9%.

1/ "Economic Policy Memorandum of the Government of Jamaica," Ministry ofFinance Paper No. 9, April 22, 1981.

2/ In 1980, 27% of the labor force were unemployed. The rate of unemploymentis higher among females, which reached a peak of 44% in 1979, droppingslightly to 39% by the end of 1980. These figures include non-seekers ofwork, which if netted out from the labor force figures, would reduce theunemployment rate by about half.

3/ The Department of Statistics puts net emigration for the 1970s at

182,300, which is nearly 10% of the total population. Emigration hascontributed to the low population growth, which, between 1976 and 1980,fluctuated between 1.0% and 1.2% a year.

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1.04 It is impossible to disaggregate Jamaica's manpower requirementsinto specific occupations with precision because few occupational data exist.However, the following comparison of a rough estimate of the employmentstructure from 1980 to 1990 to the corresponding flow from post-secondary andother skill training institutions reveals shortages of professional, managerialand technical personnel, skilled craftsmen and production line workers. 1/

Table 1.1: Projected Annual Demand and Supply of TechnicalPersonnel and Craftsman in the 1980s

Professional, Craftsmen andTechnical and Production LineManagerial Workers

Annual Demand

Replacement 2,100 2,500

Growth 3,500 6,300

Total 5,600 8,800

Supply byTraining System 2/ 4,500 4,200

Shortage 1,100 4,600

The present number of graduates from higher institutions meet about 80% of theprojected manpower requirements at the professional, technical and manageriallevel, while craft training institutions meet only about half of theprojected demand for craftsmen or skilled workers. The Government needs toredirect and diversify its training programs and intensify its retrainingactivities to respond adequately to the manpower requirements of the countryand to enhance employment possibilities.

1/ This shortage has been compounded by emigration, particularly amongprofessional and kindred personnel and craftsmen and production workers.In the years 1975-78, it is estimated that about 3% of all the Jamaicanprofessional and kindred personnel, and about 2.2% of the craftsmen andproduction workers migrated in each of these years.

2! At 1980 output of training institutions.

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II. VOCATIONAL AND TECHNICAL TRAINING I/

A. Assessment of the Vocational and Technical Training System

Overview

2.01 The Government's most urgent task in the education sector is tostreamline the technical and vocational education system to support its policyof production expansion and employment generation. The training system hasthe potential to meet the country's manpower requirements, but must settleimportant issues before this potential can be fully realized. The systemneeds increases in output in response to clearly identified needs; qualitativeimprovements to bring its trainees up to standards of skill and productivityrequired by the economy; and strengthening in management to ensure planning,evaluation and coordination of its various skill training programs.

Institutions Involved in Vocational and Technical Training

2.02 The main institutions providing training at the professional,technician and craftsman levels are shown below:

1/ Comparative education indicators and the structure of the educationsystem are presented in Annexes 1 and 2.

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Table 2.1: Technical and Vocational Institutions

Administrative Level of Enroll. OutputInstitution Jurisdiction No. Grades Skill (1980) (1980)

Post-Secondary:

University ofWest Indies(UWI) UWI 1 13-16 Profess. 4,000 1/ 990 1/

College of Arts,Science and Industr.Technology (CAST) MOE 1 12-14 Technician 3,300 2/ 800

Jamaica School of Agric.Agriculture (JSA) MOE 1 12-14 Tech. 470 180

Schools of HealthNursing MOH 4 11-13 Tech. 1,500 470

Community Adv.Colleges MOE 4 12-13 Vocational 1,800 2/ 200 3/

Secondary:

Technical High Adv.Schools MOE 6 7-11 Voc. 6,600 1,400 4/

VocationalSchools MOE 3 10-11 Voc. 400 190

Nonformal:

Vocational TrainingDevelopment Voc/Institute (VTDI) MOY 1 11 Adv.Voc. 800 2/ 740 51

IndustrialTraining Centers(ITCs) MOY 32 10 Vocational 2,200 1,800

Other VocationalInstitutions MOI 4 10-11 Vocational 1,000 400

1/ Includes only Jamaicans in all faculties. About 10% of students attendengineering and other technological subjects.

2/ Includes both full-time and part-time students.3/ Only graduates of vocational streams.4/ About 30% of these graduates go for further education.5/ Includes about 100 instructors; the remaining are industrial workers.

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2.03 Two institutions stand out as the most important in industrialtraining: the College of Arts, Science and Technology (CAST), and theVocational Training Development Institute (VTDI). The College of Arts,Science and Technology (CAST), established in 1958, provides courses inEngineering, Building, Commerce, Science, Institutional Management and FoodScience, Computer Science, and Technical Education. Students a4e graduatesof secondary schools, selected on the basis of an admission examination.The full-time courses vary in length according to whether they lead to acertificate (2 years), a diploma (3 years) or a professional qualification(4 years) and provide for technicians, higher technicians, and technologists.In 1980, 507 certificates, 288 diplomas and 4 professional diplomas wereawarded by the College.

2.04 The Vocational Training Development Institute (VTDI) was foundedin 1970 with assistance provided by the UNDP and the ILO. It is the principalcenter for the training of instructors, senior instructors and chief instructorsfor the Industrial Training Centers (ITCs), Government departments, and thevocational streams of the secondary schools, and for the production of trainingofficers for industry to carry out in-plant training or act as apprendiceshipsupervisors. Entrants to the one-year instructors' courses have occupationalcompetence including 3-5 years of industrial experience. At present, instruc-tors' courses provide training in construction, mechanical and electricalwork, wood and metal work and hotel trades. The Institute trains about 100instructors every year and provides in-plant industrial training and upgradingto about 500 workers 1/ in the private and public sector every year.

2.05 The Government's interest in the promotion of technical andvocational education and training is indicated by the comparatively highlevel of the Government's recurrent expenditure:

Table 2.2: Estimated Public Recurrent Expenditure on Technicaland Vocational Training (Budget 1981/82) 2/

(J$ million)

MOE Other Ministries Total PublicRecurrent Exp. Rec. Expenditure Rec. Expenitureon Ed/Training -,on Training on Ed/Training

(1) Total 315 15 3/ 330

(2) Rec. Exp. onTech/Voc. Education 68 3/ 14 82

(3) (2) as % of (1) 22% 93% 25%

1/ During the period 1975-1980, about 2,700 workers in 62 industrial firmswere trained on the job or at the VTDI workshops.

2/ Source: Ministry of Finance, May 1981.

3/ Mission estimates. In 1980 there were 2,000 secondary technicalsubjects' teachers out of a total number of about 7,500 teachers.

6-

Issues in Technical and Vocational Training

2.06 The training system must settle some important issues before itsfull potential can be realized. These issues concern inadequate output, lowquality and poor management.

2.07 Inadequate Output. There is a need for a modest expansion of thetraining system to cover identified shortages in specific technical fields.The estimated annual manpower requirements for 1980-1990 are indicated below:

Table 2.3: Manpower Requirements, 1980-1990

Annual AdditionalAverage Output Additional Student SourceRequire- from Ed. Annual Out- Places of

Category ments System put Needed Required Supply

Technical Teachers 1/ 135 (a) 100 35 105 CAST

Computer Technicians 25 (b) 10 15 45 CAST

Advanced ChemicalTechnicians 20 (b) - 20 50 CAST

Instructors 70 (c) - 70 70 VTDI

Total 250 110 140 270

1/ Excluding teachers of agriculture.

(a) Estimated technical teacher requirements (1980-1995) are based on aprojected increase of 65,000 students by 1995, on the present teacher:student ratio of 1:22, and on an attrition rate of 10%.

(b) A CAST assessment of market requirements for technicians during the1980s has indicated a demand of about 250-300 computer technicians andan equal number of chemical technicians specialized in such fields assugar technology, food processing and manufactured goods.

(c) VTDI has been under pressure from industry to provide in-plant andinstitutional training in industrial electronics, air conditioningand refrigeration, radio and television, mechanical repairs and autobuilding and painting. VTDI estimates that in addition to students intraining institutions, about 20,000 workers would require such trainingwithin the next 15 years. VTDI estimates that at least 70 instructorswould have to be trained every year to undertake, in their turn, thetraining of workers and students in those trades.

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2.08 Existing institutions lack adequate and proper facilities to meetthe above manpower requirements. CAST requires extension of workshopsfor the Department of Technical Education. New accomodations are needed forthe Department of Computer Science, currently housed in a cramped and unsuit-able accommodation in the Administrative Block. Additional laboratoriesare required ior the teaching needs of the Department of Science. 1/ VTDIalso requires new workshop areas for instructor training.

2.09 In addition, it is urgent for the Government to ameliorate theserious unemployment. The Government recognizes the need to give trainingopportunities to encourage self-employment. It plans to give opportunitiesin skill training, production and management to graduates of secondary schoolsand ITCs so that they can eventually run their own small enterprises. Becauseof the unique nature of the program, its implementation in an ITC or the VTDIwould be difficult. Therefore, some form of pilot project would be indicated.The MOY proposes the establishment of two experimental Industrial ProductionCenters (IPCs) for this kind of training.

2.10 Low Quality. The quality of the training provided by the technicaland vocational institutions is adversely affected by lack of qualified staff,appropriate curricula, learning materials and equipment, and evaluationservices. The following are some of the cases where qualitative improvementsare necessary:

(a) Ninety percent of secondary school teachers are considered qualified.However, in a study conducted by the Planning Unit of MOE in theschool year 1978-79 of 1,243 teachers of technical subjects, 2/more than 40% of them had inadequate technical or vocational quali-fications. 3/ As a result, the practical aspects of training areimproperly taught. CAST has a teacher diploma program for unqualifiedteachers, operating every summer, but the completion of the diplomacourse lasts too long (7-8 summers). CAST would have expedited thecompletion of this course through a combination of summer courses,and one-year intensive study at CAST for about 45 teachers annually,but it has no facilities to implement this program;

(b) CAST has become a training center for health technicians in responseto the growing requirements of the Government's health care programs.

CAST needs, however, to update and develop appropriate curricula forits various allied health courses to fit local conditions;

1/ Due to lack of laboratories and equipment, the Science Department has tomake use of facilities off campus at the University Hospital and theGovernment Veterinary Center.

2/ Representing about 60% of all technical teachers.

3/ Of 1,243 teachers, 522 (42%) had three years technical training and200 (16%) had been trained as instructors; the remaining 521 (42%)had technical knowledge ranging from some to little.

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(c) Shortages of appropriate learning materials for its variousvocational courses are evident in the case of VTDI, and markedin the case of CAST. CAST has only 100 library places for its3,300 students, as well as serious shortages of books for thevarious subject areas, particularly reference books, journalsand publications, and other audio-visual equipment and software.The present learning resources neither supplement adequatelythe teaching of the existing courses nor encourage research andindividual learning;

(d) There has been no other study related to vocational training,with the exception of one tracer study of graduates of secondaryeducation in 1976. The lack of systematic evaluation studiesdeprives the training system of needed assessment and subsequentimprovement of the quality of its programs and their relevance tomanpower requirements. It also deprives the students and theirparents of valuable information on employment possibilities.

2.11 Inadequate Managerial Services. The efficiency of the trainingsystem suffers because there is no overall coordination of the various skilltraining activities and the MOY lacks planning capacity.

(a) There is no comprehensive policy or common strategy for the devel-opment of the training system, formal and nonformal, as a whole.There is limited coordination among the government agencies andtheir training institutions. For instance, there are three Minis-tries offering vocational training (MOE, MOY, and MOI). Even whentheir courses cover the same skill area, they have differentadmissions requirements, curricula, staff, duration, etc. Thereare no clear levels of skill training which would support students'transfer among institutions, especially from the nonformal to theformal system. 1/ Left unrelated and uncoordinated, these insti-tutions are unable to prevent duplication and waste. There hasalso been a lack of communication between the training system andthe representatives of industry and trade unions; this underminesthe efficiency, effectiveness and coordination of the skill trainingactivities. Active participation of industry and trade unions inthe development of the training system, by means of a coordinatingagency for the various training activities, would promote therelevance of the training programs to the needs of the economy, helpthe placement of graduates, and contribute to the evaluation oftraining and its improvement;

(b) The MOY has administrative responsibility for most of the nonformaltraining activities for out-of-school youth and adults--male andfemale--for both employment and community development purposes.However, it has no planning and evaluation services. Such servicesare essential for the development of the Ministry's policies, plans,programs and projects in accordance with the overall national plans,and for their evaluation to assess their effectiveness and theirneed for adjustments and improvements.

1/ Such a transfer is not possible at present.

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B. Education Development Strategy

Government Sector Policy and Strategy

2.12 The Government's present educational policy emphasizes the centralrole of education in the development of the Jamaican society. The policyenvisages:

(a) the improvement of existing training institutions, mainlythrough the development of new relevant curricula, theproduction of related learning materials, and appropriateteacher training programs;

(b) the provision of educational opportunities for all childrenthrough the age of 16, as available resources would permit;and

(c) the streamlining of the training system to make it capableof responding effectively to the manpower needs of theeconomy and the employment needs of the population.

In light of the Government's present major objective to promote economicgrowth, through a major production and export effort, with concomitant in-creases in employment opportunities, the streamlining of the training systemhas become the immediate objective of the Government in the education sector.This involves its modest expansion in identified areas, the improvement of itsquality and productivity, and the strengthening of its managerial services(paras. 2.07-2.11). The Government's major long-range priority in the area ofhuman resources development is the improvement of primary education. Primaryschool curricula have already been prepared, but their effective implementa-tion is hindered by lack of appropriate learning materials. The Governmentintends to develop and test such materials as the first step towards theproduction of better learning materials for all primary school students. TheGovernment has requested Bank assistance for the streamlining of its trainingsystem, and also for the development and experimentation of learning materialsfor primary education.

Bank Lending Strategy

2.13 Bank lending in Jamaica has included two education projects.The First Education Project (Loan No. 468-JM) was completed in October 1973, 1/and the Second Education Project (Loan No. 727-JM) in March 31, 1981. 2/

1/ The relevant Project Performance Audit Report, No. 649, was circulatedon March 4, 1975.

2/ The Project Completion Report was circulated on June 30, 1981. TheProject Performance Audit Report is pending.

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Both projects provided substantial assistance towards the development ofsecondary education (junior and comprehensive) and post-secondary educationalinstitutions (the Teacher Training Colleges, the College of Arts, Science andTechnology (CAST), and the Jamaican School of Agriculture (JSA)). The projectsadded about 50,000 student places to secondary schools, 1,175 student placesto teacher training colleges, 390 additional places in CAST, 390 studentplaces in JSA, and 320 student places in the Industrial Training Centers(ITCs). The actual enrollments in these institutions exceeded initial plansby 15%-30%. 1/ However, the projects encountered implementation difficulties,related mainly to lack of counterpart funds and frequent changes of keypersonnel. Also adequate budgeting arrangements could have improved themaintenance of institutions. The implementation of both projects would havebenefited if the project implementation unit had clear lines of delegationof authority and continuity of full-time qualified personnel.

2.14 The Bank's present strategy in Jamaica is to support projects thatbear a significant relationship to Jamaica's most pressing problems, i.e.,those of the economy and employment. In the education sector, the Bank shouldsupport the Government objective for streamlining the training system--i.e.,increasing its productivity, improving its quality and strengthening itsmanagerial services--to meet effectively the manpower requirements of theeconomy and to enhance employment possibilities. The Bank would also supportthe development and experimentation of learning materials for primary education,without which the new primary school curricula cannot be properly implemented(para 2.12).

III. THE PROJECT

Objectives and Scope

3.01 The proposed project would address the issues of Jamaica's technicaland vocational education system by pursuing three objectives: selectiveexpansion, quality improvement and improved management. First, the projectwould seek to expand the output of the system selectively to meet identifiedmanpower demands. This objective would be sought by means of:

- expansion of technician and teacher training in selected fieldsat the College of Arts, Science and Technology (CAST);

- expansion of instructor training at the Vocational TrainingDevelopment Institute (VTDI); and

- establishment of two pilot Industrial Production Centers (IPCs)to train workers for self-employment.

1/ In the case of CAST, enrollments increased by 160% between 1973/74and 1980/81. Because of this overcrowding has occurred and buildingsscheduled for replacement by the Loan 468-JM continue to be used.

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Second, the project would seek to improve the quality of training at CAST

and VTDI. This would be accomplished through the:

- development of new teaching programs;

- improvement in the quality of teacher training;

- provision of appropriate learning materials; and

- establishment of evaluation systems to identify outcomes of the

training system.

Third, the project would help strengthen the managerial capacity of theoverall training system by supporting:

- the creation of the National Industrial Training Board; and

- the establishment of the Planning and Evaluation Division of MOY.

In addition, the project would finance a pre-investment study to assist theGovernment in preparing better teaching materials for primary education and

the preparation of future education projects.

3.02 The project would include the following specific items:

A. Construction, equipping and furnishing of:

Student PlacesExisting Replace-(1981) ment Additional Total

1. The College of Arts,Science andTechnology (CAST):

(a) Department of Technical 300 - 150 450Education

(b) Department of Computer 30 30 45 75

Science

(c) Department of Science 200 - 50 250

(d) Library/Learning (100) (100) (200) (300)Resource Center

(e) College Maintenance - - - -Unit

2. The Vocational Training 100 - 70 170Development Institute (VTDI)

3. The Industrial Production - - 260 260Centers (IPCs)

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B. Provision of technical assistance comprising about 84 staff-months ofspecialist services and about 207 staff-months of fellowships; and

C. A pre-investment study for the development of learning materials forprimary education and the preparation of future education projects.

The College of Arts, Science and Technology (CAST) (Proposed total outlay 1/:US$3.6 million)

3.03 In order to improve the quality and increase the output of thetechnician training system, the project would finance the improvement ofthree departments at CAST--Technical Education, Computer Science, andScience--as well as the Library and the Maintenance Unit.

3.04 Department of Technical Education (Proposed outlay: US$0.5 million)The Department would be physically expanded to provide 105 additional placesfor new teachers 2/ and 45 places for upgrading unqualified teachers (para.2.10(a)). New teachers enrollments would increase as follows:

Table 3.1: Annual Enrollments and Output ofTechnical Teachers in the 1980s

EnrollmentsArea of Specialization Existing Additional Total Annual Output

Construction 45 15 60 20

Electrical Technology 45 15 60 20

Mechanical Technology 45 15 60 20

Home Economics 45 - 45 15

Business Studies 60 30 90 30

Business Secretarial 60 30 90 30

Total 300 105 405 135

There is a reasonable supply of qualified applicants for the additional 105enrollments from technical and other secondary schools. In addition to thenew trainees, there would be three groups of 15 unqualified teachers, i.e., atotal of 45, who through summer courses had attained credits equivalent to thesecond-year diploma course; these teachers would attend the third-year diplomacourse on a full-time basis. Project fellowships would be provided for staff

1/ This and subsequent figures for proposed outlay exclude contingencies.

2/ See para. 2.07(a) and Table 2.3.

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upgrading. Increased student enrollments would require 11 additional staffmembers. This staff is expected to be available. At.negotiations, theGovernment presented an acceptable detailed staff development plan, coveringboth recruitment and training, for the staff required by this and all projectinstitutions.

3.05 Department of Computer Science (Proposed outlay: US$0.2 million).The project would convert the present CAST library building into the Departmentof Computer Science. Appropriate furniture and equipment would be installed.CAST already owns a proper computer with its ancillary equipment, but needs asmall educational computer and a small-business micro-computer for demonstra-tion purposes. The new arrangements would enable the Department to extend itsactivities, increasing its annual output of computer technicians from 10 to25 (para. 2.07(b)), providing training service to up to 250 banking andaccounting students in the Department of Commerce, and performing generaladministrative services for CAST, through the programming of accountingrecords and functions, student transcripts, marking of examinations, etc. Bythe completion of the project (1984/85) the academic staff would have to beincreased by 2, and the technical staff (programmers and operators) by 3. Nodifficulties are expected in the recruitment of additional staff. A projectfellowship would enable a senior member of the academic staff to undertake anupgrading course overseas in data processing management.

3.06 Department of Science (Proposed outlay: US$1.4 million). The projectwould include construction, furnishing and equipping of a new science wing,which would include four laboratories and auxiliary accommodations. Thiswould allow the whole Department to be located on campus and expand itsinternal activities and service to other departments. Programs in chemicaltechnology would be expanded and would provide third-year diploma optionsin sugar technology, agro- and food industries, and the manufacture of products(soap, edible oil, etc.) for export or import substitution. The plannedaddition of 50 student places (para. 2.07(b)) would increase enrollments inchemical technology from 40 (1980) to 90 (1985), and outputs from 20 techni-cians to 35--15 technicians and 20 higher technicians. Enrollments wouldincrease as follows:

Table 3.2: Annual Enrollments and Outputof Chemical Technicians in the 1980s

Existing Additional Total No. of Students Annual Output

First-year Students 20 15 35

Second-year Students 20 15 35 15

Third-year Students - 20 20 20

Total 40 50 90 35

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The curriculum for the certificate program in chemical technology Lia1ra i

been restructured by the staff of the Science Department to provide spe,ializa-tion in more practical and applied science topics. Technical assistance,however, would be provided for the curriculum development of allied healthsciences (para. 2.10(b)). On completion of the project in 1984, the ScienceDepartment would have the capability to service adequately the other departments,despite a projected increase of its workload by 20% within the Department and13% in the provision of services to other departments.l/ Additional Departmentstaff requirements would be 11 professionals and 2 laboratory technicians.This staff is expected to be available. New and current staff would be ableto improve their knowledge and skills through fellowships under the project.

3.07 Library/Learning Resource Center (Proposed outlay: US$1.3 million).The project would construct, furnish and equip a new library/learning resourcecenter. The new center would have a seating capacity for 300 persons, andfacilities for about 45,000 books, periodicals and audio-visual aids. Thecenter would be used by more than 3,000 students of all the faculties and 200teachers. The use of educational technology for teaching and learning at thelearning resource center would become part of the training of technicalteachers. The new Library/Learning Resource Center would require 2 additionaljunior librarians, whose recruitment presents no difficulties, and 1 audio-visual technician, who would be trained through the project. The projectincludes fellowships in educational technology and polytechnic libraryadministration and operations.

3.08 College Maintenance Unit (Proposed outlay: US$0.2 million). Theproject would provide CAST with fully furnished and equipped maintenance shopsfor the upkeep of the College and its laboratories. The new facilities wouldenhance the teaching of practical maintenance to students, including scienceequipment maintenance, for which one fellowship would be provided by theproject.

The Vocational Training Development Institute (VTDI) (Proposed outlay:US$0.6 million)

3.09 The project would help the VTDI to increase its output of instruc-tors and workers in specific trades to develop new teaching programs and toestablish systems to assess the effectiveness of its training. First, theproject would include the construction, furnishing and equipping of 5 workshops.This would enable the VTDI to add about 70 new places to existing accommodationsfor the training of an equivalent number of vocational training instructorsevery year (para. 2.07(c)). About 20 of the graduates of the instructors'courses are expected to be employed by private industry and the Governmentfor the training and upgrading of workers, through in-service, in-plant andapprentice training arrangements. About 50 others would be used as trainingstaff in industrial training centers, youth community training centers and

1/ The projected workload within the Department would be 416 hours (1984)compared to 346 (1981), and that of the other departments would beincreased from 312 (1981) tb 352 (1984).

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secondary schools. With the provision of additional training opportunitiesfor instructors, the VTDI would be expected to train and upgrade about 10,000additional workers between 1985 and 1995. 1/ Second, new courses of special-ization given by the VTDI would include mechanical repairs and maintenance(including agricultural machinery), air conditioning/refrigeration, radio/television, industrial electronics, and automobile repairs. Nine (9) seniorinstructors, together with 6 workshop assistants would be required for theadditional programs. Local staff is expected to be available for theagricultural and automotive courses. The project, however, would providetechnical assistance to train staff and develop curricula in the subjectareas of industrial electronics, radio/television, and air conditioning!refrigeration, for which there is no qualified staff available. The thirdobjective, evaluation of training outcomes, is described in para. 3.14.

The Industrial Production Centers (IPCs) (Proposed outlay: US$3.0 million)

3.10 Programs to promote employment are urgently needed. The purposeof an IPC would be to train people for self-employment. An IPC would consistof workshops for both training and production. The proposed project wouldfinance the construction, furniture and equipment for the establishment oftwo pilot IPCs, the first in the country. The IPC in Kingston would train140 students, and the IPC in Montego Bay 120. Trainees would be graduatesof secondary schools and industrial training centers, i.e., persons whohave already reached the skill level of a junior craftsman. The one-yearintensive courses offered by the IPCs are intended for persons interestedin self-employment or small cooperative ventures. A sufficient supply ofqualified, interested entrants is expected to be available. The courseswould include a common core curriculum focusing on the organization andmanagement of small businesses or cooperative ventures, including qualitycontrol, accounting, marketing and credit. The rest of the curriculum wouldemphasize the development of knowledge and skills required by seniorcraftsmen. Particular emphasis in the curriculum would be given to modernindustrial production practices and techniques. While in training thetrainees would produce saleable goods and services, especially maintenanceservices. The selection of crafts offered by each center would be guidedby local, regional and national needs. For instance, the Kingston Centerwould house training courses and production work in automotive, auto bodyrepair, cabinet making, electrical maintenance, refrigeration and airconditioning, sheet metal work, and welding. The Montego Bay Center wouldgive courses in food technology, masonry, automotive/agro-machinery, metalwork, woodwork/carpentry, and electrical/electronics. A total of 14instructors and 14 workshop assistants would be needed for the operationof both Centers. The teaching staff of IPCs would be recruited from amongexperienced instructors and senior instructors trained by the VTDI. Nodifficulty is foreseen in their recruitment. The staff of each Center wouldbe headed by a Production Manager, who would be trained through the technicalassistance program. The Manager would report directly to the Director ofTraining of the MOY. IPCs would be able to meet a small part of their non-personnel training costs from the goods and services produced at the centers.

1/ Starting from about 200 workers in 1985, when the new facilities would becompleted, and reaching about 2,000 in 1995.

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Since this is a pilot project, it is not possible to determine at this stagewhether it would lead to a larger future program. However, this projectcomponent has been carefully studied and the prospects for its successfulimplementation appear good. If the evaluation of this pilot project points topositive results, the Government intends to establish additional centers withother resources.

Technical Assistance (Proposed outlay: US$1.2 million)

3.11 Management Improvement. An important purpose of the project wouldbe to support the Government in strengthening the managerial capacity of itstraining system. This would be accomplished through the establishment of:(a) the National Industrial Training Board, and (b) a Planning and EvaluationDivision in the MOY. First, specialist services would be provided throughthe project to help the Government establish appropriate organizational,administrative and financial arrangements for the National Industrial TrainingBoard. This Board, to be actively suported by the Government, industry, tradeunions and the training institutions, would undertake an overall coordinatingrole for all industrial training activities, and promote the developmentof industrial training curricula, the establishment of trade standards andtesting for certification, and the monitoring and evaluation of industrialtraining programs. In carrying out its activities the Board would utilizethe professional and supporting services of existing government agencies.During negotiations, the Government gave assurances that the NationalIndustrial Training Board would be established as agreed by December 31, 1983.

3.12 Technical assistance, in the form of specialists and fellowships,would also help the MOY to establish the structure and services of a Planningand Evaluation Division. This division would adequately deal with the collec-tion and analysis of statistical data; the carrying out of research; theformulation of the Ministry's long term plans, intermediate strategies andshort term goals; the development of programs and projects for the variouscomponents of the Ministry; and the monitoring and evaluation of theirimplementation.

3.13 Overall, the project would finance the equivalent of about 84 staff-months of specialist services and about 207 staff-months of fellowships. Thetechnical assistance program would include the following (Table 3.3):

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Table 3.3: Technical Assistance Program

Specialists . FellowshipsStaff Staff

Areas of Specialization months Areas of Specialization months(Approximately) (Approximately)

CAST

(1) Specialists in Allied 12 Staff training fellow- 135Health Curricula ships in Science andDevelopment, Educa- Technology; Computertional Technology Science; Library Science;

Equipment Maintenance;Educational Technology;Tracer Studies andEvaluation

VTDI

(2) Curriculum develop- 36 Staff fellowships on 42ment specialists in Electronics; Radio/TV;Electronics; Air Conditioning/Radio/TV; Air Refrigeration;Conditioning/ PedagogyRefrigeration

IPCs

(3) Training specialist in 12 Staff training fellow- 12Production Management ships in Productionand Engineering Management and Engineering

MOY

(4) Consultant assistance 12in establishing aNational IndustrialTraining Board

Specialist services 12 Staff training fellow- 18in Planning and ships in Planning and

Evaluation andTracer Studies

TOTAL 84 207

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3.14 Evaluation. A plan would be prepared by the Borrower, with technicalassistance provided by the project, for the establishment of an evaluationsystem. The purpose of the evaluation system would be to assess the effective-ness of the training activities provided at CAST, VTDI and IPCs and financedunder the proposed project. The activities to be carried out by the MOY andCAST, which might be eventually undertaken or coordinated and monitored bythe projected National Industrial Training Board, would include evaluationof the effect of training on both the trained technicians and workers andthe industrial firms which provide employment to the graduates of the projectinstitutions. A tracer system would be established for the trainees torecord their employment opportunities and progress. During negotiations, theGovernment provided assurances that plans for the evaluation of the outcomesof each project institution, with special emphasis on the experimental work ofIPCs (para. 3.10), would be prepared by MOY and CAST and submitted to the Bankfor review and comment by December 31, 1982.

Pre-Investment Study on Primary Education Learning Materials (Proposed outlay:US$0.3 million)

3.15 Previous experience in Jamaica has shown that a revised primaryschool curriculum cannot be introduced effectively, and students achievementssuffer, without appropriate supporting learning materials. The project wouldhelp correct the present lack of teaching materials by financing the developmentof new textbooks and teachers' guides. The project would finance the salariesof researchers, writers and evaluators of the learning materials and thesupplies required for their preparation, field testing and editing. A sampleof about 10 representative schools with about 30 students in each grade wouldbe used for a full school year for the testing of each textbook. Textbooksand teachers' guides would be developed under the project as follows:

Table 3.4: Development of Learning Materials for Primary Education

Teachers' Guides TextbooksSubject Area No. of Titles Grades No. of Titles Grades

Language 1 1-6 3 4, 5, 6Mathematics 1 1-6 3 3, .4, 5Science 1 1-6 3 3, 4, 5Social Studies 1 1-6 3 3, 4, 5

Total 4 12

The above work would provide a sound basis for producing essential learningmaterials for primary education in the near future. It would be undertakenby the Core Curriculum Unit of the Planning and Development Division of theMinistry of Education. A condition of disbursement for this item wouldbe the submission to the Bank of a detailed work plan for its execution bythe Unit, including schedule of textbooks and teachers' guides to be prepared,staffing plan, sampling, testing and revision procedures, and estimated costs.The pre-investment study would also include a component for the preparation offuture educational projects.

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IV. COST AND FINANCING OF THE PROJECT

Cost Estimates

4.01 The total cost of the project is estimated at about US$11.3 millionnet of taxes. The breakdown of the cost by category of expenditure and projectelement, shown in detail in Annex 3 is summarized as follows:

Table 4.1: Summary of Project Cost by Project Element(Prices as of May 1981) (US$1.0 - J$1.78)

J$ (million) US$ (million)Project Element Local Foreign Total Local Foreign Total

The College of Arts,Science and Technology 3.21 3.26 6.47 1.81 1.83 3.64

Vocational TrainingDevelopment Institute 0.50 0.65 1.15 0.28 0.37 0.65

Industrial ProductionCenters 2.35 2.95 5.30 1.32 1.66 2.98

Technical Assistance/Fellowships 0.07 2.08 2.15 0.04 1.17 1.21

Pre-investment Study 0.07 0.38 0.45 0.04 0.21 0.25

Total Base Cost 6.24 9.32 15.56 3.50 5.24 8.74

Contingencies 2.55 2.78 5.33 1.44 1.56 3.00

Physical 0.30 0.25 0.55 0.17 0.14 0.31Price 2.25 2.53 4.78 1.27 1.42 2.69

Total Project Cost 8.79 12.10 20.89 4.94 6.80 11.74(including contingencies)

Less Local Taxes 0.71 0.00 0.71 0.40 0.00 0.40

Total Project Cost 8.08 12.10 20.18 4.54 6.80 11.34

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4.02 Base costs. Base costs are expressed in estimated prices as of May1981. Costs of civil works are derived from bills of quantities, showing thefull detail of the scope of work required in the region. Due to difficult siteconditions, site development costs for VTDI and the IPC at Montego Bay wouldamount to about 25% of the building cost as compared to about 7% of the costof construction for site works of the other project buildings. Furniture andequipment costs are based on manufacturers' catalogues on itemized listsprepared for each project institution. Prices for furniture and equipmentreflect recent price increases and procurement costs. Services of specialiststo assist with international procurement are estimated at about 2% of the costof equipment and furniture. Specialist services and fellowships are estimatedat US$8,500-8,950 and US$2,200-2,300 per staff-month, respectively. Thecost of project administration is equivalent to about 5% of the total costexcluding technical assistance. These costs include salaries of projectstaff, liaison officers, local procurement consultants, and operationalexpenditures of the project unit. In the case of professional (architecturaland engineering) services, about US$330,000 had been incurred up to May 1981for the preparation of construction plans, specifications and tender documents.These preparation costs are not included in the total project costs shown inTable 4.1 and Annex 3. Costs of professional services incidental to theupdating of building plans to include recommendations by the appraisal mission,finalization of the bid documents and supervision of construction would amountto about US$300,000 or about 6.7% of the cost of civil works.

4.03 Contingency Allowances. Physical and price contingencies have beenadded to the base cost to determine project costs. Due to the advanced stageof project preparation, the physical contingencies are expected to be low,i.e., 5% for civil works, professional services, and project administration,and 2.5% for furniture and equipment base costs. No physical contingenciesare expected for expenditures for technical assistance, fellowships and thepreinvestment study. Price contingencies for the period of project implementa-tion are estimated as follows:

Table 4.2: Expected Price Increases during Implementation

1981 1982 1983 1984Local Foreign Local Foreign Local Foreign Local Foreign

Civil Worksand Furniture 20% 9% 19% 8.5% 25% 1/ 7.5% 19% 7.5%

Equipment, ]TechnicalAssistance, ]Pre-investment ]Study, ] 15% 9% 15% 8.5% 15% 7.5% 15% 7.5%

Prof essional ]Services andProject Admin- ]istration

1/ Upward adjustments in labor costs are expected in 1983, when labor con-tracts would be renewed.

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Price contingencies for the project are applied over the total of the base costsand physical contingencies, and based on the assumption that (a) constructionand procurement would start by the end of 1981; and (b) that the project wouldbe implemented over a period of three years.

4.04 Foreign Exchange Component. The foreign exchange co.ponent of theproject is estimated at about US$6.8 million and represents about 60% of thetotal project cost net of taxes. Foreign exchange costs have been calculatedat 40% for civil works; 70% for furniture; 95% for equipment, educationalmaterials, technical assistance and fellowships; 85% for the pre-investmentstudy; and 20% for project administration and professional fees.

4.05 Duties and Taxes. Local import duties and taxes, estimated at about15% of the cost of locally procured furniture, equipment and educationalmaterials and about 10% of the cost of locally procured building materials,would amount to about US$0.40 million (including contingencies) and have beendeducted to determine the cost to be financed by the Bank. Educational equip-ment, materials and furniture imported for the project would be exempted fromcustom duties and taxes.

4.06 Recurrent Expenditures. The total recurrent expenditure generatedby the project in 1984-85 is estimated at about J$2.3 million (at May 1981prices), which is about 0.7% of the Government's total recurrent budget oneducation in 1981/1982. This amount is not, therefore, expected to cause anundue strain on the Government's resources. The cost of consumable materialsincluded in the project-generated recurrent costs is expected to be partlymet by the services rendered at the Industrial Production Centers (IPCs).

Project Financing and Disbursement Plan

4.07 Financing. The net project cost of US$11.3 million would befinanced as follows:

(a) the proposed Bank loan of US$6.8 million would finance 100% offoreign exchange costs or about 60% of total project cost;

(b) the Government would finance the remaining cost of US$4.5 million,equivalent to 40% of total project cost.

4.08 Disbursement Plan. Bank financing would be as follows: educationalequipment, materials and furniture - 100% of foreign expenditures and 85% oflocal expenditures; specialist services, fellowships and pre-investment study --100% of total expenditures; professional fees and project administration -- 20%of total expenditures; and civil works -- 35% of total expenditures. Financingof civil works has been calculated at less than the estimated foreign exchangecomponent of this item to offset local cost financing in other categories (i.e.local costs of technical assistance, the pre-investment study, and ex-factorycost of locally manufactured furniture).

4.09 Retroactive financing up to US$100,000 is recommended to coverexpenditures incurred prior to loan signing for professional services,technical assistance and project administration after May 31, 1981.

4.10 The estimated schedule of expenditures and disbursements by calendarand fiscal years are:

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Table 4.3: Estimated Schedule of Expenditures and Disbursements(US$ million)

Expenditures -/ DisbursementsCY/Sem FY/Sem. Cumulative % of Total Cumulative % of Total

1981 2nd 1982 1st 0.1 0.1 - -

1982 1st 2nd 0.5 4.0 0.1 1.5

2nd 1983 1st 1.5 13.0 0.6 9.0

1983 1st 2nd 3.5 31.0 1.6 23.0

2nd 1984 1st 6.5 58.0 2.8 41.0

1984 1st 2nd 10.0 88.0 5.2 76.0

2nd 1985 1st 11.3 100.0 6.8 100.0

1/ Expenditures are shared almost equally by MOE and MOY.

The above disbursement schedule exceeds substantially the average disbursementperformance of previous education projects in Jamaica (Loans 468-JM and727-JM). This is justified by the advanced stage of preparation of theproject, the effective contribution to project preparation of the agenciesinvolved in its implementation, and the priority accorded to the project bythe Government. Difficulties were experienced under Loans 468-JM and 727-JMin provision; of sufficient counterpart funds for timely implementation. Aprojection of counterpart fund requirements by category and ministry over thelife of the project was discussed and agreed upon during negotiations withthe Jamaican authorities in order to avoid similar difficulties arising duringproject implementation.

V. PROJECT IMPLEMENTATION

Project Administration

5.01 The implementation of civil works and the procurement of furnitureand equipment would be undertaken by the National Development Agency (NDA) onbehalf of the Ministry of Education (MOE) and the Ministry of Youth (MOY).The NDA, which comes under the administrative jurisdiction of the Ministryof Finance, has already demonstrated its capacity for project work in theimplementation of the civil works of the Second Education Project (Loan 727-JM)and in the preparation of the proposed project. The implementation of theeducational aspects of the project, including evaluation of tenders forfurniture and equipment, and the selection of education specialists andcandidates for fellowships, would be the responsibility of the MOE and MOY.To ensure the necessary coordination between the two ministries and the NDAfor the timely execution of the project, each ministry has appointed a liaisonofficer to work closely with the NDA.

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Implementation Schedule

5.02 Status of Preparation. The proposed project has reached an advancedstage of preparation. About US$700,000 was made available from the loanproceeds of the Second Education Project (Loan 727-JM) for the detailedpreparation of the proposed project. Except for the site of the IPC at MontegoBay, the Government owns all project sites, and site surveys have already beencompleted. The Government has selected an alternate site for the Montego BayIPC because the originally proposed site has undesirable soil conditions whichwould necessitate expensive foundations. Final architectural designs have beenprepared by consultants commissioned by NDA. The designs have been reviewedby the Bank and approved with minor revisions. Lists of furniture and equip-ment for all project items, prepared by working groups of the two ministries,have been reviewed and approved by the Bank. Draft terms of reference for thespecialists have been discussed.

5.03 In view of the advanced state of project preparation the project isexpected to be implemented over a period of three years (CY1982-84). Theagreed implementation schedule (Annex 4) would be reviewed and updated on aregular basis by NDA, and used as project implementation and monitoring tool.The Government completed the following activities before negotiations:

(a) final site selection for the Montego Bay IPC;

(b) civil works' final designs, and tender and contractual documents;

(c) final furniture and equipment lists, and tender and contractualdocuments;

(d) terms of reference of specialists, and identification of theircounterparts and of the first year's candidates for fellowships; and

(e) prequalification of civil works contractors.

Procurement

5.04 Construction contracts would be awarded on the basis of competitivebidding advertised-locally, following the procedures used in the SecondEducation Project (Loan 727-JM), and satisfactory to the Bank. Foreigncontractors are not expected to participate in the tenders, but they wouldnot be precluded from prequalifying and submitting bids. A list of prequali-fied contractors has been compiled and approved by the Bank. This list wouldbe updated as more firms are prequalified. Construction supervision would becarried out by the consulting firms responsible for design as well as by theNDA's project architect and engineers.

5.05 Contracts for furniture and equipment would be awarded on the basisof international competitive bidding (ICB) in accordance with the Bank'sguidelines for procurement. However, furniture and equipment that cannotbe grouped into packages of at least US$100,000 would be procured throughlocal competitive bidding procedures (LCB) which are acceptable to the Bank.Furniture, equipment and materials which cannot be grouped into packages of atleast US$10,000 would be purchased by invitation of quotes up to an aggregatemaximum of US$100,000. Procurement under LCB is not expected, in the aggregate,

- 24 -

to exceed US$800,000 equivalent or about 20% of the total cost of furniture,equipment and learning materials to be procured. Contracts for procurement offurniture and equipment of less than US$50,000 would not require Bank approvalprior to the award of the contracts. In the case of procurement under ICBprocedures, domestic manufacturers would receive a margin of preference of 15%of the CIF cost or the applicable customs duty, whichever is lower. TheGovernment would inform the Bank before agreeing to material modification ofcontracts which would involve an increase in the aggregate of 15% or more ofthe original contract amount.

Maintenance

5.06 The Government provided assurances at negotiations that (a) mainte-nance manuals for the upkeep of the buildings provided under the project wouldbe completed by NDA by the time each building is commissioned; (b) supervisorsfor each project building would receive training in appropriate maintenancetechniques; and (c) a three-year budget proposal for maintenance of all projectinstitutions, endorsed by the Ministry of Finance, would be submitted to theBank for. comment by March 31, 1984.

Disbursements

5.07 In general, disbursements would be made against full documentation.Requests for disbursements or reimbursements out of the loan account would beprepared by each ministry separately and forwarded to the Ministry of Financewhich would transmit to the Bank these applications and receive the disbursements/reimbursements from the Bank. Disbursements against small local expendituresby invitation of quotes and purchases less than US$10,000, would be made againststatements of expenditures (SOEs). Supporting documentation would, however, beretained and made available for review by visiting Bank missions. Disbursementsagainst SOEs would be made on the basis of a summary of quarterly expenditures;in any case, SOEs would be aggregated to amounts not less than US$10,000 perwithdrawal. The two ministries would provide NDA with the funds required forimplementation out of their own special allocations.

Accounting and Auditing

5.08 The MOE, MOY and NDA, whose accounting systems are acceptable to theBank, would each keep separate accounts for the project. Expenditures incurredfor each project element, i.e., the CAST components, VDTI, and the two IPCs,would be recorded separately to facilitate monitoring of project costs. Aquarterly summary of each account reflecting cumulative expenditures incurredby the end of the quarter would accompany quarterly progress reports sent tothe Bank for information. During negotiations the Government provided assur-ances that project accounts and statements of expenditure of the two ministrieswould be audited annually by qualified independent auditors acceptable to theBank, and a certified copy of the annual audit report would be sent to theBank by September 30 of each year during project implementation.

Reporting and Monitoring

5.09 To ensure the timely completion of the project, the NDA, MOE andMOY would monitor project activities shown in detail in the project imple-mentation schedule (Annex 4), where the responsibilities of NDA and each

- 25 -

ministry are indicated. Reports of quarterly progress in each projectactivity and on expenditures for each category (civil works, furniture,equipment, technical assistance, etc.) would be sent to the Bank by NDA atthe end of each quarter. Information on the progress of the pre-investmentstudy (para 3.15) would be included in the report. The MOE liaison officerwould ensure that NDA is provided with this information for inclusion in thequarterly progress report.

VI. BENEFITS AND RISKS

Benefits

6.01 The project would lead to an overall improvement of the trainingsystem in terms of expansion of output, quality and management, enabling itto support more closely the Government's strategy for an export-orientedeconomy. The project would increase the supply of skilled manpower in areaswhich have a high multiplier effect. By training 1,500 technical teachersunder the project between 1985 and 1995, it is expected that by 1995 about35,000 secondary students, in about equal numbers of males and females,would receive considerably more skilled preparation for employment thanwith untrained teachers as at present. The instructors trained by VTDIin previously untaught fields would enable about 10,000 workers by 1995,half of the workers in those trades, to improve their productivity andemployment prospects. The special training provided by IPCs is expectedto generate about 260 new jobs every year, improve incomes of graduatesand provide a basis for future expansion.

6.02 The project would also help strengthen the managerial capacityof the training system. The National Industrial Training Board wouldpromote efficiency and help avoid duplication of effort in future elabora-tion of the training system. Out-of-school populations--male and femaleand in all parts of the country--are expected to benefit from the estab-lishment of a Planning and Evaluation Division at MOY. The Division wouldhelp ensure proper development of new youth training programs, such thatmore youth can be trained with available resources.

Risks

6.03 A number of risks are foreseen. First, complications might arisebecause of the involvement of three separate institutions in project imple-mentation. To avoid these complications, liaison officers have been appointedby the client-ministries (MOE and MOY) to ensure necessary coordination withNDA. The specific duties of each of the above agencies regarding the variousproject implementation activities have been specified to help ensure promptand timely action. Second, the training programs and production activitiesof IPCs might require adjustment and modification in light of theirexperimental nature, experience with them and changing conditions. Thework of the IPCs would be closely monitored by the evaluation servicesof the MOY and the Bank. Third, Jamaica suffers from a chronic shortageof skills (para. 1.04) in part because outmigration contains a high propor-tion of the educated and trained. The proposed project would increase thesupply of skills by providing much needed additional training facilities.

- 26 -

However, it is beyond the scope of the project to address the complex problemof "brain drain," which causes continued attrition in the skilled laborforce. The full solution to the problem of chronic skill shortages dependson matters outside the project, i.e., in the capacity of the Governmentand business sector over the long run to create adequate incentives for asufficient number of skilled technical manpower to remain in Jamaica. Tworisks of a general nature, which have been experienced in previous Bank-financed education projects in Jamaica, should be noted: availability ofadequate teaching staff and counterpart funds. These matters were discussedat negotiations and would be kept under careful scrutiny during implementation.

VII. AGREEMENTS REACHED AND RECOMMENDATIONS

7.01 At negotiations, the Government and the Bank agreed on (a) a detailedstaff development plan, covering both recruitment and training, for the staffrequired by the project institutions (para. 3.04); and (b) a detailed projec-tion of counterpart fund requirements (para. 4.10).

7.02 During negotiations, the Government gave assurances on the followingmatters: (a) establishment of the National Industrial Training Board(para. 3.11); (b) plan for the evaluation of project outcomes (para. 3.14);(c) preparation of maintenance manuals for buildings provided under the project,training of maintenance supervisors, and a proposal for a maintenance budget ofall project institutions (para. 5.06); (d) annual audit of project accounts ofthe MOE and the MOY by qualified independent auditors acceptable to the Bank,and submission of the annual audit report to the Bank (para. 5.08); and(e) acquisition of the alternate site for the Montego Bay IPC (para. 5.02).

7.03 A condition of disbursement for the pre-investment study would bethe submission to the Bank of a detailed work plan for the execution of thestudy (para. 3.15).

7.04 Retroactive financing not exceeding US$100,000 is recommendedto cover expenditures incurred after May 31, 1981 and prior to loan signing(para. 4.09).

7.05 In view of the above assurances and conditions, the proposed projectwould constitute a suitable basis for a Bank loan of US$6.8 million to theGovernment of Jamaica for a term of 17 years and a grace period of 4 years.

-27-

- .- ~~~~~--'-.--. - -.. ~~~~~~~~~~~JAMAICA A.NNEX 1

THIRD E1UCAT1N PROJECT (TECENICAi- AND- VOCATIONAL).- Pg o

-Comparative Education IndicatorsJune 1, 1981

CAPITA: :006Ut. tiCOrCI!ON 11.1T3*- 9*.:CUIP.- :8sru- 11u*4r camme* as3-i Sicc. :57TU- :aMINRt*7 :159.0(4 1 RCuftme4T :&Cy 11***OLLITIO*4 CDEP?S19IM. 10.: 103 SAYS3*04LD(4I1u0

1*4*5*1r1 z 3*w in. 083333? hLLOCATEGi3 RATE :*ArxO :RmTE Fo*3936 ta z omg,:rsw, mix.mArto :Pea :6*710 Po ijPR1Cm:06O10P3J TO: :CK OF9 MIT IP*t.4C)4.9?1*C*4 1*910 :to 3WC. *31 O T MOCH- 600533YR:*4U..5: :1333:to 10*4.101 OM*.:*1SEC. *4I.thBmL18) ( Il tC?1L31K)ZE*t L (1) ten C (K)

: S S t C I 41)i ( 2) 1 C3) 5 (4) 1 (5) C 6) (7$ : o9) I (9) : 410) i 413) 5 12) 113) :414)C

0*11*8 73 23. 3.a670 .1 243 25 39 23 9 100 00 21 17.6 100 92 13 22.005(114*4* 9.Ra9.74 61.3 10.300 4.as 4. 600. .. 99 ... 100 .. . 400 94 223 12.00?Jo~A 75 114.9W 7.700*4 4.30*4 20.75 40*4 37U1? tIUY T9 990 99 25 ... T93 MY3 200 24.69Y*4C1)*RLANOI 73 13., 9,200 8.3 94.2 20 35 24 99 96 92 19 17.3 TV 32 13 12.00*41* ZEAL.A** 72 3.2N 5.530(1 5.2M* ... SP 24 290 9 9 99 26 19.4 99 67 it 24.00*40*16* 76 4.09* 9.560 7.2 14.4 54 24 15 TV 99 9 16 15.3 991 62 11 11.001*4303* 73 8.3 10.540 G.87*4 68.2 37 11 10 99 99 to0 169 22.7 100 79 13F 30.000U.K. 75 35.84H 5.720*4 7.1*4 ... 20 41 13 99 99 .. 24 ... ... 63 17 21.00KU.S.A. PS 213.5 9.770 7.1 14.3 ... 5783 to I's3 9 228 ... to 97 1 98 41.00

31160P

01CCE 76. 9.4(44.350(4 2.6*4 100.0 37 26 21 66* TV 320 31 6.27 700 t0 27 15.00IRELAND* 74 3.2)4 3.310(4 5.1* ... 43? 41Y 14? 98 1001? 990 38 ... "A* 653? 19 15.47?Po9tUO*4. 77 9.0ON 1,940W 5.6* 100.0 41 21 15 715 32 603 19 7.89' 750 33 12 5.0060440*1* s 75 21.9*1.6S01 4. a 36 19 13 93 101K ... 21 ... 98 49 22 10.00SPAIN 74 MN1( 3.9460* 2.4 ... 49? 22? 15T 90A 11lY ... 35* ... ... 70K? 30 17.66Y

AV90iCA

AL.3541* 79 10.5 1.450*4 7.I* 100.0 34* 26K 21K 35)4 94K% 41K? 37* 11.9 52!? 33K' 375 5.00*X33)41(1 74 3.3*4 2290) 7. 3*4* 94.00 470 220 100 11D 44K? 703 53Y 40.26 430 11K? 398 0.74?3OtS***A" 73 0.0 640 5.4*4 100.09 43 39 13 35 60 70 31 9.33 50 20 22 1.50811*61(10 78 4.0 1604* 2.7M 100.00 464 333 210 21 23K 45 32 31.50 22 3K 16 0.50*11600. 76 3.1(4 490( 3.7*4 100.0 33 43 28 .. 60 41 52 11.3 210 90 24 0.9OCC0.0.3. 74 1.9)4 270)4 3.0CM 100.0 563 1.93 .... 793?y 21 69% 21.5* to SKY 2737 0.21?CM"A 71 4.3(4 is0* 3.0(4 91.6* 73 22 1.5i 29ay s0 653? ... 6 233? 30 0.010?cow AUI 30 0.4 260 5.3 .. 40 26 14 201 99K 6 41 16.0 so 21 30 1.4Can460(3 74 1.5*4 560* 6.0*4 .. 40 32 21 50? 1333 63 63 13.3* 48 33K 22 3.40(679?T 79 5.0 130 :2.2M 90.5 . . . 151 38 90. 30? 10.3 322 49 17? 15.00m7141091 79 31.0 I1O0 2 .2 t S 90I.. 1 33 P.. 59 28.9 ... v 41Sam0) 74 0.6( 3.370(4 1.08*4 10.0 250 93 110 .. 00?O 25C 46C 4.7? 13 Sly 2IC 0. 298*1101* 76 0.640 1l0* 3.3)4 .. 46 25 0 10 27 90 S3 44.7 92 t3 38 ..3*4*4, 74 11.04* 360*4 .. 43? 22? OY 2070 "KY 628 307 ... 148 "KY? 160? 1.09?3411*11* 70 1.1(4 2680 4.33*6.. 30 St 30 30KSa 64 41 31.1?p a6 13X 26 4.001*40* CO"? la 7.0*4 "ON* 6.34 100.0 33 46 13 9* s0o 3 43 19.7 47 173? 26 1.64?KENYA* 79 15.3 3no 5.9)4 30.0 71 15 14 45 92 74 40 15.3 41 19 23 1.0.3307*4 79 1.3 348 4.1 61 41 29 20 52 63 2 49 8.0 6o 15 21 0.901.1001* 77 L.?"4 4604 3.1*4 .. 23 13 26 30 six ... 54 27.99 76 243 16 ..(*hGASSCAR 77 8.334 280*4 4.0*4 100.0 53 23 19 5o 90 33 44 ... 33 14 23 1.70*4*4.64 79 5.V 501 2.2)6 99.08 40 23 23 2S? St 173* 42( 10.06 503 6K 21 ..(4*4.I 71 6.3(4 131* 4.36* 108.00 433 373 131 103 22K! ... 433 ... sot 6Kx 21 .11*4Btra*t* 71 1.514 2734 4.17)4... .. ..... 10a* 173XY 220. ... ... 3K? 24* .11*4337141 76 0.9*4 292* 4.7W 103.8 s0 26 6 0ON 94 99 24 19.1 981 453 32 1.5044O680C0 79 13.9) 600* 6.2*4 .. 36 44 20 26 63 31 39 19.7 40 SOX 21 5.00(11331 77 $.04* 2404 2.310 5. 2 43 5 a 17 so 39 36.7 3s 2 24 ..6148*1* 74 S0."( 4034. 4.107 .. 23? 1.6? 42? ... 49K lacy40 ... ... 103 200? 0.48?mm"".0 72 4.8*1 198 3. 28* ... ...... 23 S2 .. 1 ... 2. 13 0.230?316*4. 77 1.44* 36W 1.0 ... 46 34 20 10 32 . 49 21.6* 20 10 21 1.3

31t36*.1833 72 3.3N4 238*4 3.4* 108.0 St 36 30 159 34K 41 32 13.70 63 13K 21 0.53*?SOMALI.1 78 3.7) 13ou 2,0* 103.0 55 10 21 so 44 ... 32 20.4 40 is~ 1.001618*4 76 17.4W 34094 4.5*4 64.0T9 48 36 16 20 34 74 32 46.73 32 14 24 1.243*fl.ZL** 76 0.* 5S0 6.13A*4108. 37 33 23 653 92 49 37 7. 66 32X 210 2.0057*1130*1 Is 17.1 236 6.3*6 100.0 43 19 10 669 96 37 33 11.1? 9 4 20*4 0.38T0O" 77 2.4)4 320W 1.5* 103.0 30 28 21 1o 74 40 Ss 13.38 52 - 44 2.00711*4132 79 A.4 1.1320 7.04 108.0 42 39 16, 62 130 00 TV 11.4? s0 30 30 6.00*43*4*6 71 12.44. 283* 3.4C? ... 340? 403? 220? 23* 5237 ... 340? ... 14*6 6K3? 210 0.56?UPPRt 61LT.A 77 5.64* 1604* 3.4*4 ... 31 16 32 SC 13 23 S1 52.3?P 19 2 21 1.02*161 76 26.6*4 240*4? 6.0O4 ... 49 26 25 1s 663 44 423 20. 0* 41 12K 27 1.00K2*1161 so 5.7 540 5.6 100.0 43 23 22 46 93! go 48 12.9 19 17 212 1.50

CEWYRM.L mout*00 MD6 734 0*100391m

36*4*4*3 7 0.2 2.780 &.3W 100.0 36 36 11 95 9V 97 24 ... 97 71 19 ..3*48*003 76t 0.2 2.0c6W 3.I*4 103.0 43 31 16 99 106K 9 21 19.8999 go *K 17 ..CCOSTA *CA 78 2.1 1.610 6.6 378 276 30 9"0 P3 77 32 I1.3? 77 393 19 13.00X0)13 73 9.7 1.0~ 3.0.9... . 4 98 96 22 ... 96 65 is 13.00001114104* *9PK72 8.1(4 90004 3.0 .. 42 24 22 Si so 17 54 4.13 63 14 24 7.00EL V. 533*4* 77 4.3*4 646*4 4.0 .. 64 3 27 .42 am3 32 39 ... 41 23 21 7.04,6*U*7311L& 7) 6.646- 930M, 1.9 53 231 14 47 6* 26 33 ... 69, 0 21 4.099*4*1? 7* 4.6*1 2400, 1.0 180.0 61 21 11 no3 217 12 36* 3.6 63 4 ... 0.7*406366* P3, 3.* 400 .3 -. 63? M-189 "a3 70a 30 35 t2.BW_- A* It 17 4.00JA ?r 96.L W0 1 3 43 l0 go g o 60 '. 95 33 22 3.0

*.V 1m.z 46 w- is 92 on or 40 9.5 R3 44 17 10.03610*6*3*4 73 2.1 "a4 3.04m 180.0 610 133 13. PM4 61 24 00 7.30 91 4). 3? 7.00a904.0*4 73 1.8 t.264 51.4 ... 426 1.33 13 73* 9? on 326 11.& 680 49 340 20.800ri13m3* & r. 77 1.1* 3s10*4 4.5 100.0 43 32 20 91 98 91 so 10.5? 49 62 24 ..

30417* *"M0CA

0*863713* 78 20..? 1.910 4.4 430 31r 163 91 69 32 17 ... 07 31 8 23.00BOLIVIA 76 3.3* 5s0*4 S0." ... ....... 42L. 300 290 24 ... .. Lac 13 .p"1*31. 71 119.8N 1.5110* 2.66*4 .. 420 280 223 64* 36 ... 273? ... ... 249 151? 6.00*CIGLZ ?5 10.7)4 t.470 3.S*? 01.o?ob 23? 1010?O ... 119K? ... 35? 0.60h ... 44K7 ... 10.51?C04.0163A 74 25.64m 9803 3.30? .. 44CT 220? 1t.? 78C 1013? 20 33 11.46 90 36K? 14* 6.677EcCII00 7 17.6*4 . 916 3.7C.... ....... 760 1021? ... 363 ... ... 363? 140 ..GwA7*3 'P& 0.3*4 5*0d4 5.13 106.0 47 is 14 933 92K 19 33 19.83 19 62x 24 1.00944*6*10 79 3.0 920) 1.4 130.0 42 17 20 04 32 32 23 3.1* 71 22 12 7.0s93*11 71 16.34* 4004 4.2C0? . 40, 22? toy 72 1111? 36 390? 11.0* 710 40KY 230? 14.41?U*13W*? 75 2.94* t17980 2.5 1000 44 34 20 94 93K .. 24 12.33 03 ... so0 .*43(431134. 73 14.0(4 2.40(4W 4.6*4 72.0f* 306 286 3S3 177 f1it 33 . ... 33 ... 12.4SC?

JAMAICA ANNEX 1_

THIRD EDUCATION PROJECT (TECHNICAL AND VOCATIONAL) Pae2o2

Coprative Education IndicatorsJue1, 1981

S 1aWe' :CENrtmA.:1 of PUSLIC I S * 751 IRECS2RREWTI SE:cs!tpTfit ISOVY. EDUCArTIO ILITER- IPSI. :CwlPtE- :SSU- I.UNIT CoSTIPROORESS-t See. 'STU- '.HIGHER,

* AT :. Exp.ON I REOURRIN lACY EW*OLL:TIOW M:NTS;PRIN. EO.:ION RATE lENROL4;QENTS:ENROLL;M IARKET: (1 544 'ED. ASZSSXP ALLOCATED? SATE IRATIO IRATE FOR:PER :A$ Z GNPf:FRaM PRI. 1MAr10 :PER :RATIO

%POP. iPRICEsI DEVGrtEDPUSl.CIpi rot :di Of t NET lP*I.SCH.:TEACHt CAPITA :TD SEC. t ACT !TEACH- RtOgSS:.YRSMILLS.: (US,): TO 1Du.:ON IDU.tPRI. SEC. NZ.£A#OULr75: () :CYCLE(Z)SER : 2 :C) ;ER 1 I)

1 51) 1 (2) (5) 5 14) 5 15) 5 1) 1(7) (a) 1(9) 115 11) I12) :13 Z(14)

ASI4 a AIOCEANIA

AFGHANISTA* 77 14.644 16044 1.8 100.0 47 19 1s 12 29(1 69 37 13.8 62 ex1 17 1.00BANGLADESH4 73 84.714 90ll 1.214 .. 441 221 21Y 230 56(X ... 480 10.0 .. 23X(0 2 ...CHNA, 79 971.0 256. 3.3 69 34 26 30 66 93 64 27 8.0 83 SIX 19- 2.80INDIA 75 643. 914 18044 2.6y .. . . .j ji 2981 6(XY ... 43A ... ... 29(1Y 20AY 2.348YINDONESIA, 79 136.014 340 2.414 26.38 5 62 92 48 312 ... 70 19 17 2.00L*AM 73 35.814 ... 3.34 ... 08 188 12J1 SD 77 744 32 .. oA 24 32 4.32(11In*&- 75 12.2N4 1.8501 &.nw1 ... ....... 26C 93XY ... 22 ... ... 35(11 26C 3.471JORDN 77 3.014 1.1001 6.ME 99.0 25* 5011 33 70 97(1 Sl 32 6. 1' 91 68 22 10.60KOREA 75 36.6 1.310 2.914 89.OC 35 29 36 93 102(1 94 49 8.6C 91 60 45 18.00LzbAWOII 72 3.044... 3.5W .. 39 40 10 68 86 65 19 23.29 63 26U 25 23.00NALAYSIA 76 13.314 1.-51N 6.714 70.00 42 34 1s 603 95 93 32 A.60o 75 48 28 3.00NEPAL 76 13.6N 12014 1.114 29 20~ 41 19 59 28 31 ... 64 14 24 0.80or," 72 .81 2, 7901 1.7*W1 96 - - 20 24X1 99 277 25.0'? ... 0.4(1. 9 ..PAKISTAIS 7 79.0 270 2.0- . 39 26 27 24 56(X 508E 48 6.5 ... 20(1 17 6.008PAPA of.0D. 75 2.94 6"04 5.O .44.1 108.0 3o 16 24 32 57'p 737 31 23.0' 90 12X1? 24 0. 90'pP'HILIPPIWIS 79 45.5 590 2.814 14.0 64 36888 75 84 65 31 7.1 89 S 36 21.00SINGAPORE 74 2.314 3. 26044 2.7Y(4 100.0 39Y 391 171 724 109(11 724 311 7.44 9"A 445( 2 4 7.68YSYRI* 78 7.9 96044 4.4 .. 39 25 26 58 89(1 80 35 7.76 68 45(1 21 12.60THAILAND 77 44.5 530 4.0441 .. 55 30 15 47 83 30 35 10.OC 70 28 25 3.00TURKEY 73 43.114 1,25044 5.46CYS ... 5 ,.. 34Y 7.2A . 24Y 270Y 5.83YY11484 73 5.644 41044 0.514 100.0 45 1 3 0 15(1 1 36 L 9.3 75 2(1 59 0.0581YEREN 7.0.5. 76 1.8)4 45014 6.614 ... 57 28 8 40(1 89( 49 30 18.6 94 21X1 24 0.10

S4459*81 FORt EVELOPINO COUNrxIEs:

NungE* Ofr COuTmrIES: 102 541 89 90 9 94 101 Si 101 71 85 100 99 87

RANGES (0.5- (14.3- (20 (9- 13- (S- (13- (13- 116- (3.1 (8- (.4- (8- (.01-9.9 iD10.0) 96 ) 73) 50) 99) 133X1) 99 ) 69 552.5 5 9) 9 ) 45) 41.0)

OUArTILES:UPPC :5.6 90.5 49 35 22 86 98 91 42 9 911 48 25 11.0MEDTIANS 4.2 100.0, 42 26 to 60 82 65 34 13 68 24 212 3.4Low"R 3.0 100.0 34 21 13 25 56 33 29 2z) 41 it 1o 1.0

SY91.OLS... DATUM UN"AEALA8LE A.197% Olt wrenU m.CU*RRNT PRIcES SOURCES:-MASNITUSE NIL. ON NEI.ISI3LE 8.1972 N-GOP7 UESTIONROLE C-lv73 P-INCLUDIW4S FORE 104 AID COLWINS?1 ANO0 2 WORLD BANK5 ATLAS

8 iNCLuDes PARTm-TINE STUDENTS 001974 0-CENTRAL GOUT. ONLY OR 18R0 M(11581048*8CONSINED WI5TH PRIMARY E1.175 RANXNMISTRY OF eDucATiom (MOE) ONOLY 3 TO 14 5830 MISSIONS4

885t CONUINED NITII 1485148 F.1976 SANGE 4WD0 STATE GOVT. ONLY 41D/0R UWESCO8-1977 T-EXCLUDIN8 CENTRAL 805). STATISTICALMA1978 U..PUBLIC ONLY YEARBOOKK1.1979 V-IWCLUOINS P'RIVATE EXPENDITUREL-1950 ki-I.U8LIC EX1PENOITURE ONLY

X1INCLUDtNU OVIERASE STUDENTSY-UNESCO SOURCES

COMPARTIVE EDUCATION DATA ARIE USIEFUL IN THE EVALUATIDN Of VARIOUS EDIJCArION, SYSTEMS AND ANALYSIS OF RtELATIVE STAGES OF EDUCATIONALorELrMewr SETrIEEN vARIous COUNyTRIEs. MOMYECR.oN 7448 BAsIS oF, t)4 PRESENT 0ATA.CRtO8S-NATtONAL COMPARISON SHOULD DE APPROACHED WITHIUCAr CAUTION, DATA PRESENITE lit TNE ABOVE TAM.! 14*1)8 BEEN COLLECT'ED LARGELY BY TH5 SANK 5ItSSZONB FROM SOUERNVENT SOURCES) THEREIRANBE ARE 51T59 ESTIMATES Olt DATA FROM USIESCO. EFOiRTS WAVE BEEN flAE TO STAWDAROtZE DEFINITIONS AMD (IrITHI LIMIT2, TO CHESCK T)4EACCURIACY OF THE DATA. NEVERTHELES8.SUCH DATA ARE STILL IMPERFECT IN SEVERAL RESPECTS M44 THE DANK IS WORKING TO IMPROVE r)4E(PRO8RESBIUE'LY 0O4 THE OCCASION OF ITS OPERArIONAL WORK. IN THE USE OF THESE DATA. rHE FOLLO14I44 QUALIFICATIONS SIIOLD BE SORNE IN

(I) EDUCATIomN As WINESo II THE rABtE INCLUDES ALL EDUCATION 4140 TRAINING, FORNAS. AND NON-fORNAL)(2) PRIVARY EDUCATION REFERS* TO EDkUCATION AT THE FRzosr LEVEL AWD 'SECONDAY EDUCArION RtEERs TO ALL EDUCATION AT THE sECONOARY

LIEVEL REGARLESS OF TYPE (E.8. UENERAL. TECH4NICAL., AGRICULTURAL) I(3)*LI5rflACY AATESI1C0t..6 ARm OFTEN D9TAINED FRoM CouNTRY CENSUnsS. IN MANy CUNTRIES THEy ARE ONLY APPROXIMATIONS ANC IT IS

DOUSTFUL THAT Awy UNIFrORM DEFINITION Of 'LITERtaTE' HAS SEEN FOLLOWED CONSISTENTLY)(4)'PUSLIC EXPtNOlTURE IN EDUcATION' SCOLS 4 AM4 5) RFPERS TO ALL CAPITAL AND RECURRENT EXPE)4IT1SRES DEVOTED TO EDUCATION SY

PUBLIC AND Ua81r-PUILIC AGENCIES)cs)ENROLLNENTr RATI,0S(COLS 7. 12 AND 14) REFrER TO SChOOl YFEA AND MEAN THE PERCIENtAGE OF ELIGIBLEt CHILDREN ENROLIEO FULL-TIM4E

IN TNE APPROPIATIE SCHO)OL. PUSLIC AND PRIVATE SY LEVJEL. T148Y AME OFTEN SUS.(ECT TO A WIDE MARGIN OF ERROR IN rTHE DEVELOPINGCOwNtRiEs (mime4 TO vARIATIoN zN THE ACCURACY Of BASIC DATAII.E. AGE-SPECIFIC POPULATION AND E14ROLLMENTS) * ENROLLMENT FIDURtESFREOSENTLY ARE (1101ER THAN TH4E NIUMER OW STUDENTS ACTUALLY IN SCHOO. ovERaoE STUDeNtTS 1440u iNCLusioN is INDICATED BYFOOTNOTs ALSO CAN INFLATE rTH RtATIOS.

JAMAICA

THIRD EDUCATION PROJECT (TECHNICAL AND VOCATIONAL)

Structure of the Education System, 1981

TERTIARY

0 Common Entrance Examination .TH _0> Principal's Discretion 3 UNIV.13 Orade 9 Test e.g. GR.9 Achievement Test CEN Common Entrance Examination for Technical School 1EC ONDAtC Comprehensive High SEAr_YTH Secondary HighA All Age (including Senior Depts. of _________V Vocational Primary Schools) JT Techniclil HighN New Secondary = ' H V P12

A7 A 9 JSC.- J F - Secondary fligh or Commnunity College

CAST - College of Arts, Science & TechniologyJSA Jamaica School of Agriculture~ . -v l ot |S;TTC Teachers Training CollegePRE- RIVATE /.V

University of the West IndiesPRIMARY A _ } 'CTC Cultural Traininm CenterINAN ~ IRIvsWA~RYuT 9T I- ITC -Industrial Train ng Centers. ... J . VTDI - Vocational Training

r- N, r r-- .ir-- r-~~r IDevelopment Institute

ITC VTDI JSC - Junior Sechool CertificateSSC - Secondary School CertificateAGE IN YRS- S 7 8 9 10 11 12 13 14 is is

Source: Ministry of Education,May 1981

-30-ANNEX 3

JAMAICA

THIRD EDUCATION PROJECT (TECHNICAL AND VOCATIONAL)

Summary of Capital Cost Estimates(Costs in J$'000s as of May 1981 prices)

(US$1.0 = J$1.78)

Civil Furni- Equip- Prof. Specialist Fellow- Project Pre-inv. Total CostProject Element Works - ture ment Fees Services ships Admin. Study J$'000 US$'000

A. MINISTRY OP EDUCATION

1.0 C.A.S.T. 4,290.9 375.6 1,224.2 276.3 - - 308.4 - 6 ,7.4 3 ,637.9

1.1 Science Dept. 1,704.3 87.2 490.4 109.1 - - 119.6 - 2,510.6 1,410.51.2 Technical Educ.Dept. 584.7 57.5 174.6 37.4 - - ' 42.7 - 896.9 503.91.3 Library 1,533.5 193.1 345.8 98.1 - - 108.5 - 2,279.0 1,280.31.4 Computer Science Dept. 166.0 30.0 156.1 12.3 - - 18.2 - 382.6 214.91.5 Maintainance Unit 302.4 7.8 57.3 19.4 - - 19.4 - 406.3 228.3

2.0 Pre-investment Study - - - - - - - 445.0 445.0 250.0

Sub-Total A 4,290.9 375.6 1,224.2 276.3 - - 308.4 445.0 6,920.4 3,887.9

B. MINISTRY OF YOUTH

1.0 V.T.D.I. 638.1 76.1 339.6 40.8 - - 54.7 - 1,149.3 645.7

2,0 I.P.C. 3,058.5 204.8 1,570.0 211.6 - - 252.2 - 5,297.1 2,975.9

2.1 Kingston I.P.C. 1,473.4 137.6 842.5 94.3 - - 127.4 - 2,675.2 1,502.92.2 Montego Bay I.P.C. 1,585.1 67.2 727.5 117.3 - - 124.8 - 2,621.9 1,473.0

Sub-Total B 3,696.6 280.9 1,909.6 252.4 - - 306.9 - _6,446.4 3,6216

C. TECHNICAL ASSISTANCE

1.0 C.A.S.T. - - - - 191.1 556.5 - - 748.0 420.22.0 Ministry of Youth - - - - 382.2 74.2 - - 456.4 256.43.0 V.T.D.I. - - - - 573.4 173.2 - - 746.6 419.44.0 I.P.C. - - - - 191.2 49.5 - - 240.7 135.2

Sub-Total C - - - - 1,337.9 853.4 - - 2,191.3 1,231.2

J$'000 7,987.5 656.5 3,133.8 528.7 1,337.9 853.4 615.3 445.0 15,558.1 -TOTAL BASE COST: (US_OO0) (4,487.4) (368.8) (1,760.6) (297.0) (751.6) (479.4) (345.7) (250.0) - (8,740.5)

TOTAL J$ 000 3,498.4 208.8 714.0 140.2 259.6 165.6 240.6 107.7 5,334.9 -CONTINGENCIES: (US$'000) (1,965.4) (117-3) (401.1) (78.8) (145.8) (93.0) (135.2) (62.6) - (2,999.2)

Physical: % of Base Cost 5.0% 2.5% 2.5% 5.0% - - 5.0% - 3.5%Amount J$'O00 399.4 16.4 78.3 26.4 - - 30.8 - 551.3 (309.7)

Price: % of Base + Phys. 37.0% 28.6% 19.8% 20.5% 19.4% 19.4Z 32.5% 24.2% 29.7%Amount J$,000 3,099.0 192.4 635.7 113.8 259.6 165.5 209.8 107.7 4,783.6 (2,689.5)

TOTAL PROJECT COST:(incl.contingencies) J$'000 11,485.9 865.3 3,847.8 668.9 1,597.5 1,019.0 855.9 552.7 20,893.0 -

(US$'000) (6,452.8) (486.1) (2,161,7) (375.8) (897.4) (572.4) (480.9) (312.6) - 11,739.7

Foreign Exchange J$'O00 4,594.4 605.7 3,655.4 133.8 1,517.6 968.0 171.2 469.8 12,115.9 -Component: (US$'000) (2,581.1) (340.3) (2,053.6) (75.2) (852.5) (543.8) (96.2) (263.9) - (6,806.6)

% of Cost 40% 70% 95% 20% 95% 95% 20% 85% 58% 58%

04401 ~ ~ ~ ~ ..... . ........... .... . ... I

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I 404440 400 0444 .0 4041 00 004..OOqOs 00. .. 00fl0044 44 T0 U -4.4 00 00000 I

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Oil Eli 4444 ... =0004444440000041440000000044000040400~~~~~. . ..... .. - ......

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-32-ANNEX 5Page 1 of 2

JAMAICA

THIRD EDUCATION PROJECT (TECHNICAL AND VOCATIONAL)

Selected Documents and Data Available in the Project Files

A. Selected Sector Reports )

1. Jamaica: Education Sector Assessment: IBRD/USAID/CIDA, 1974.

2. Draft Five-Year Education Plan (1978-1983): Jamaica, December 1977.

3. Five-Year Development Plan 1978-82: National Development Agency,1977.

4. Economic and Social Survey, Jamaica 1979: National DevelopmentAgency, September 1980.

5. Economic Policy Memorandum of the Government of Jamaica:Ministry of Finance and Planning, April 1981.

6. Jamaica: Development Issues and Economic Prospects: WorldBank, June 1981.

B. Selected Project-Related Reports and Studies

1. Demographic Statistics, 1979: Department of Statistics, May 1980.

2. The Labor Force, 1979/1980: Department of Statistics, May 1980/1981.

3. Jamaica: Technical and Vocational Education: World Bank, 1978.

4. The New Secondary Graduates of 1976: Jamaica, February 1978.

5. Second 5 Year Development Plan, 1979/80-1983/84: College ofArts, Science and Technology (CAST), November 1980.

6. Training and Employment of Youth: Ministry of Youth andCommunity Development, April 1981.

7. National Industrial Training Board: Proposed Bill, 1981.

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ANNEX 5Page 2 of 2

C. Selected Working and Implementation Papers(Prepared by the World Bank Appraisal Mission)

1. The Elements of the Project

2. Extension and improvement of the College of Arts, Science andTechnology (CAST):

(i) Department of Technical Education

(ii) Department of Computer Science

(iii) Department of Science

(iv) Library/Learning Resource Center

* (v) College Maintenance Unit

3. Extension of the Vocational Training Development Institute (VTDI)

4. Establishment of two Industrial Production Centers (IPCs)

5. Technical Assistance

6. Project Implementation

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