Haiti - Education Project

Report No. 939a-HA Appraisal of a FILE COPY First Education Project The Republic of Haiti February 9, 1976 Education Projects Division Latin America and Caribbean Regional Office FOR OFFICIAL USE ONLY International Bank for Reconstruction and Development International Development Association This document has a restricted distribution and may be used by recipients only in the performance of their official duties. Its contents may not otherwise be disclosed without World Bank authorization.  CUIRRRCY EQUIVALiTS US$ 1 = Gourdes 5 Gourde L = US$ 0.20 Gourdes 1,000 = US$ 200.00 MIASU RES 1 m2 = 10.76 ft .2 1 km = 0.33 mi .2 1 hectare = 2.47 acres Fiscal Year: October 1 - September 30  FOR OFFICIAL USE ONLY HAITI APPRAISAL OF AN EDUCATION PROJECT Table of Contents GLOSSARY AND ACRONYMS BASIC DATA Page No. SUMMARY AND CONCLUSIONS .............. .. .............. i - iv I. INTRODUCTION ....... ..............................1 II. SOCIO-ECONOMIC FACTORS AND EDUCATION .............1 Natural Resources and Population .... ............. 1 The Need for Human Resource Development .......... 2 III. THE EDUCATION SYSTEM ............................. 3 General Assessment .................. . 3 Administration and Planning ...................... 4 Structure, Curricula and Teacher Education ....... 4 Financing and Cost of Education . ................. 5 IV. EDUCATION DEVELOPMENT STRATEGY .... ............... 6 Current Developments ............................. 6 Prospects ........................................ 7 Priorities and Phasing .......................... 9 V. THE PROJECT ...................................... 10 ProjecL Strategy ................................. 10 Project Composition .............................. 10 Elements of the Project .......................... 11 Primary Teacher Training Colleges .... ............ 12 ONAAC Literacy and Community Programs .... ......... 13 Technical Assistance ............................. 13 This report is based on the findings of an appraisal mission that visited IHaiti in June 1975. The mission members were Messrs. 0. Markgren (General Educator, Consultant) L. Vu Cong (economist, UNESCO) and M. Goldwav (technical educator, Consultant). Mr. C. L. Germanacos (Educator Planner, Consultant) participated for one week. This documert has a restricted distribution and may be used by recipients only in the performance of their official duties. Its contents may not otherwise be disclosed without World Bank authorization.  TABLE OF CONTENTS (Cont'd) Page No. Cost of the Project .............................. 14 Recurrent Costs .................................. 16 Risks Involved in the Project ..... ............... 16 VI. IMPLEMENTATION ................................... 16 Project Administration ........................... 16 Project Implementation Fund ..... ................. 17 Project Implementation Schedule .... .............. 17 Professional and Technical Services .... .......... 17 Locations and Sites .............................. 18 Procurement ...................................... 18 Disbursements .................................... 18 VII. AGREEMENTS REACHED AND RECOMMENDATIONS .... ....... 18 APPENDIX The Indicative Planning Exercise ANNEXES 1. Comparative Education Indicators 2. The Education Effort, 1960/61 - 1973/74 3. Actual and Projected Enrollments and Teachers Needed 4. Teacher Requirements (Public and Private) 5. Public Education Expenditures by Department and by Level, 1973/74 6. Distribution of Public Education Recurrent Expenditures by Level and Type, 1973/74 7. Physical Places, Requirements and Estimated Costs, Public Sector 8. Cost Summary 9. Contingency Allowances 10. Implementation Schedule 11. Disbursement Schedule  TABLE OF CONTENTS (Cont'd) CHARTS I. Organization of the Department of National Education II. Organization of the Department of Agriculture III. The Structure of the Formal Education System IV. The Education Pyramid MAP   GLOSSARY AND ACRONYMS CONADEP - Conseil National de Developpement et de Planification - Council for National Development and Planning CPFF - Centre Pilote de Formation Professionelle Pilot Vocational Training Center DAG - Serairerie de L'Agriculture, des Ressources Naturelles et du Developpement Rural Department of Agriculture, Natural Resources and Rural Development DOE - Secretairerie de L'Education Nationale Department of National Education INFP - Institut National de Formation Professionelle National Institute for Vocational Training IPN - Institut Pedagogique National National Pedagogical Institute LYCEE - General Secondary School (Grades 7-13) ODVA - L'Organisme pour le Developpement de la Vall6e d'Artibonite Agency for the Development of the Artibonite Valley ONAAC - Office National dtAlphabetization et d'Action Communautaire National Literacy and Community Development Office   HAITI BASIC DATA Area 27,750 km Population (1973) 4.5 million urban 0.9 million (200) rural 3.6 million (80%o) Average annual population growth, 1950-1971 1.6% GNP per capita (1973) US$130 Real annual growth of GNP per capita (1968/69-1973/74) 14% Public Recurrent Education Expenditures as % of: central Government's operating budget 18 8o total recurrent expenditures 10.0D/o Public total education expendi- tures as proportion of GDP (1973/74) 0.95 Total public and private National Education expenditures as proportion of GDP (1973/74) 2. Literacy rate (1971) 20.0% Primary Education (1973/74) Enrollment Mlic and Private) 334,000 - urban 161,4o00 - rural 172,600 Percentage of age-group 6 through 12 in 1/ primary schools 39.0 O / - urban 89% 1 - rural 26% 2! Secondary Education (1973/74) Enrollment 34,780 1/ Including under-age and overage who account for more than 44b of total enrollments. 2/ 105% if calculated in terms of 7 through 12 year age-group.  - 2 - Higher Education (197Y74) Enrollment 2,168 Teachers (197Y74) (Percentage) Qualified Qualified Total Public Urban Public rural Primary 7,500 35% 25O Secondary 1,500 5% -  HAITI APPRAISAL OF AN EDUCATION PROJECT SUMMARY AND CONCLUSIONS i. This report appraises IDA's first education project in Haiti, for which a credit of US$5.5 million is proposed. The project would assist in (a) increasing educational opportunities in a reformed basic education system and in nonformal adult functional literacy and other community development programs; (b) improving the management, planning, development and supervision capability of the education authorities; and (c) initiating coordinated action by the various education and development authorities to achieve an integrated, rational and economic approach to common education problems and purposes. ii. Haiti is the poorest nation in the Western Hemisphere. Measured by Pnv inriIrt(-n-r, nm irlt" n4 Itq educatton svstem and of the socio-economic development of its communities is striking. Adult illiteracy exceeds 80% and the slow growth of primary education hardly has had any impact on it. Life expectancy is only 45 years and infant mortality is high. Malnutrition and endemic diseases are prevalent. All these have clearly retarded the growth of the Haitian economy because they imply low levels of productivity. iii. The education system has been elitist. Makeshift schooling serves the urban poor and a small portion of rural children. Some prestigious private schools cater to the more well-to-do urban population. The lack of commitment to public education in the past is witnessed by the paucity of resources applied to education. Public expenditures on education amounted in 1973/74 to only 0.9% of GDP, while the private sector expenditures are esti- mated to be of the order of 1.6% GDP. Per capita expenditure on public educa- tion is only US$1.40. Other serious problems facing the education sector are: (a) a division of the administration of education between the Departments of Education and of Agriculture that leads to considerable uneconomic use of scarce resources and lack of coordinated action; (b) a structure that retains seven years for rural primary education, ver3us six for urban, and which in effect locks out of the system two-thirds of the enrollment in the first grade of rural schools; (c) lack of systematic education policy formulation and planning; (d) sharp inequities and imbalances in the distribution of enrollment between urban and rural areas and between boys and girls; and  - ii - te) outdated syllabi, lack of teaching aids and school facili- ties, and inadequately prepared and compensated teachers. iv. Most of Haiti's education problems are major and chronic. They are unlikely to be overcome in the near future. While some effort is being made toward development planning, any major effort will be constrained by the paucity of resources (except for unskilled manpower), the deficient infrastruc- ture, and weaknesses in the admirListrative management and operational services. However, the economic priorities are clear. Investments in infrastructure, mainly transport and power, agriculture and human resource development, are being accorded the highest ranking. The government now appears to be con- scious of the need to motivate and educate the rural population to understand, accept and apply innovative techniques. It has decided to decentralize activity in favor of regional development. This would require training of the rural population in new agricultural technologies. Existing programs would need to be expanded and adaLpted to give the population at large more active participation in development and to meet health, nutrition and basic education needs of the family unit, with a view to increasing its productivity. V. The proposed project is designed to support priority needs for the development of the Haitian education system. While it provides for correc- tion of the inequities of access to basic education and increases the oppor- tunities for nonformal adult education, especially in the rural areas, it also aims at improving the quality and internal efficiency of these levels and types of education/training, inter alia, through a variety of improved teacher education programs and by initiating and coordinating action on modernizing the teaching-learning process in all its aspects. The project also provides assistance to national education authorities to enhance their management, planning, development and supervision capability, and it estab- lishes the basis for a much needed coordinated action by different government administrative units to achieve an integrated, national and economic approach to common problems and purposes in this field of education development. vi. Because of existing resource and administration constraints and in order to assure a more meaningful impact by some degree of concentration and facilitate a more efficient implementation, the project target areas have been confined mainly to the Plaine du Nord and the Artibonite, and to a much smaller degree to Port-au-Prince. These are areas where substantial develop- ment efforts are being undertaken. An IDB project with similar objectives is expected to concentrate on other geographic areas and on rural teacher training. vii. The proposed project would consist of: (a) construction of 65 new rural basic schools/community learning centers; (b) construction of 10 new rural urban primary schools/community learn- ing centers; (c) expansion of one, and construction of two new, primary teacher training colleges;  - iii - (d) provision of equipment for expanding and strengthening non- formal training programs; (e) provision of technical assistance, comprising seven man-years of specialist services and one man-year of fellowships, including specialist services for preinvestment studies; and (f) support for project administration. viii. The project rural community learning centers would provide basic education for some 17,400 school age children in a restructured course of four years, and provide literacy and training opportunities to 3,000-4,000 out-of- school youths and adults. The urban centers, with a six grade primary school, would accommodate about 5,400 school age children and offer literacy and training opportunities to 1,500-2,500 out-of-school youths and adults. In addition to classrooms, each center would have a simply-equipped and designed workshop and home management area which would be used in the afternoon and evening for functional literacy classes and other community development and learning activities. Simple accommodations for the teachers would be provided in each rural center. The Departments of Agriculture and of Education would administer these centers and would introduce relevant curricula and appro- priate learning-teacning aids. ix. The three primary teacher training colleges would be located in Gonaives, Cap Haitien and Port-au-Prince. The first two would replace two existing small colleges; the one in Port-au-Prince would rationalize present teacher training provisions in the city by eliminating two small, obsolete colleges and incorporating them into a third college which is presently small and uneconomic. The project colleges would have a capacity of 240 each and a possible annual output, over two and three year courses, of about 300 quali- fied teachers, as compared with a total enrollment capacity of 300 and output of 100 of the present colleges. Each of the training colleges would have boarding for 80 girls and Gonaives and Cap Haitien would have simple accommo- dation for six teacher trainers. A revised curriculum would be introduced at opening of the project teacher training colleges to ensure training of the teachers in Lhe dual role of teacher/community development agent. Selected schools in the first project items above would be used as application schools for teaching practice and experimental and observation studies by teacher trainers and trainees. x. The provision of equipment to the central and regional offices of the National Literacy and Community Development Office (ONAAC) and to a num- ber of literacy centers would ensure better supervision and counseling ser- vices to the instructors at the agency's village centers and better learning conditions in these centers. Specialists in literacy and in adult and rural education already in the co1.ntry uinder a T'rencl bilateral assistance program would be involved in improving present f'unctional literacy pro(-rams. including the supervisor and instructor training programs.  - iv - xi. To assist in the realization of project objectives and in the training of local staff, the project provides seven man-years of technical assistance specialists and one man-year of short term fellowships in relation to reform proposals, teacher education, enhanced management and planning capability, project administration and preparation of preinvestment and evaluation studies. xii. The total project cost is estimated at US$6.5 million, with a foreign exchange component of US$3.3 million, or 51% of the total cost. The proposed credit of US$5.5 million would be equivalent to 85% of the total cost and would cover the foreign exchange component and 69% (US$2.2 million) of the local currency costs. Prices as of December 1975 were used to estimate the base costs, net of taxes; a contingency allowance of 33% has been included. xiii. A project implementation unit, responsible to the Council for National Development and Plannirng (CONADEP), has been established to imple- ment the project. The project director, a Haitian engineer, has already been appointed. The unit would also include an educator, an equipment procurement specialist and an accountant. I'he Departments of Education and of Agriculture would each appoint a high level officer to advise on the educational aspects of implementation and for liaison with the project unit. xiv. Contracts for the civil works would be awarded on the basis of com- petitive bidding advertised locally and in accordance with local procedures satisfactory to IDA. Given the small size of each contract and scattered locations of the project institutions, foreign contractors are not expected to participate but would not be excluded from bidding. xv. Contracts for equipment, furniture and materials would be awarded under international competitive bidding in accordance with Bank/IDA procure- ment guidelines. Equipment and furniture would be grouped to form sizable packages for bulk purchasing. Contracts for procurement of equipment and furniture that cannot be grouped in bid packages of at least US$15,000 would be procured in accordance with local procedures satisfactory to IDA; cumulative outlay of this nature would not exceed US$75,000, equivalent to less than 10% of the total cost of furniture and equipment. xvi. The loan would be disbursed over a four-year period and construc- tion should be completed in just over three years. Retroactive financing, not to exceed US$150,000, is recommended for expenditures made from September 1, 1975, in respect of professional services, project administration and technical assistance. xvii. Subject to the conditions set out in paragraph 7.03, the proposed project constitutes a suitable basis for an IDA credit of US$5.5 million equivalent to the Republic of Haiti.  1. INTRODUCTION 1.01 Following an IDA Education Reconnaissance Mission in March 1975, the Government of Haiti requested IDA assistance for an education project. IDA assistance was provided to help design and prepare possible project items. In both cases, the analytical material contained in an earlier Unesco-IDB Sector Survey (1974) provided a basis for the IDA mission's work. 1.02 The project supports four interlinked areas of action: (i) the reform and expansion of basic education including functional literacy and community development activities; (ii) related reform and expansion of primary teacher training; (iii) technical assistance related to the project objectives; and (iv) co-ordination of action among the various authorities concerned with education, training and community development activities. 1.03 The project was appraised in June 1975 by a mission consisting of Messrs. 0. Markgren (general educator, consultant), E. M. Vergara (architect), L. Vu Cong (economist, Unesco) and M. Goldway (technical educator, consultant). Mr. C. L. Germanacos (education planner, consultant) participated for one week. The total cost of the project, for which a credit of US$5.5 million is recommended, is estimated at US$6.5 million, with a foreign exchange component of US$3.3 million (51%). 1.04 The appraisal mission modified the project during appraisal as follows: (l) the vocational training component was eliminated since ongoing action appears adequate to meet immediate future industrial manpower demands; (ii) the requested centralized science facilities were eliminated, and (iii) the number of basic and primary teacher training schools were reduced because of the manifest need to limit the first IDA project in Haiti in view of finan- cial resource constraints and while management, planning and implementation capability was built up. II. SOCIO-ECONOMIC FACTORS AND EDUCATION Natural Resources and Population 2.01 About 30% of the to al area of Haiti is cultivable so thlt the high density of population--156/km in 1971--is about 500 per arable km . The terrain is rugged making communications difficult. There is heavy withdrawal from school because of distances to walk, malnutrition and demands on child- ren's labor by parents.  -2- 2.02 Haiti's population, of about 4.5 million in 1973, of whom 80% live in the rural areas 1/, is and will be for the foreseeable future dependent mainly on increased agricultural productivity. This improvement must compen- sate for past errors of deforestation, overcropping and inadequate knowledge of soil conservation techniques. Presently agriculture accounts for about 50% of GDP and 60% of merchandise exports. 2.03 Population growth rate between 1950 and 1971 has been 1.6% p.a., 4.7% in the urban areas and 1.1% in the rural areas. The poverty of farmers and the appalling living conditions in the countryside has led the government to institute a policy of supporting poles of development outside the metro- politan area, such as Cap Haitien, Gonaives and Cayes, ameliorating conditions in the rural areas, and promoting some decentralization of authority. The constraint of inadequate numbers of qualified and experienced rural leaders may hamper this development. 2.04 Two other factors impinge upon educational policy and resources available to education: (i) the slow growth rate of primary education has made no impact on the illiteracy rate, which remains at about 80% and (ii) the larger proportion of school-age children is in the rural areas where education- al opportunities are severely limited. The Need for Human Resource Development 2.05 The low remuneration levels for most posts requiring technical or professional expertise have contributed to a large emigration of Haitians who complete professional and technical training in Port-au-Prince. As a result, professional and technical skills of almost all kinds are scarce. Thus imbalances have developed in the occupational structure and this situation in turn has impeded further the expansion of employment, except for small scale assembly industries which require limited skills. The prevailing emigration patterns are very strong and are likely to continue affecting the supply of trained manpower that would be required locally to meet the economy's needs. Expansion of educational training opportunities, therefore, particularly at technician and professional levels but also for vocational training, would need to be planned carefully and be more aligned to the specific requirements of the economy, if misplaced investments in education are to be avoided. France, Canada, and UNDP/ILO are providing assistance to the government to overcome problems in these areas. At the same time, the substantial demands for education/training in the rura:L sector and the provision of some basic functional literacy skills to the labor force need to be addressed in cost- effective ways. The government's priority in the development of poles of growth will require training of the rural population in the new agricultural technologies. Existing programs would need to be expanded and adapted to give the population at large more active participation in development and to meet health, nutrition and basic education needs of the family unit with a view to increasing productivity. 1/ Defined in 1971 census as any settlement with less than 400 people or less than 105 houses.  - 3 - 2.Go The major factors adversely affecting rapid development and dynamic use of assistance of any form in Haiti are the paucitv of resources (except for unskilled man-power), deficient infrastructure, and weaknesses in the administrative, management, and operational services. It has been designated by the UN as one of the 25 least developed countries. Since a major element to Haiti's development lies in increased agricultural productivity, its rural population must be motivated and educated to understand. accept anid appTy innovative agricultural techniques. For this reason, education developnent strategy must give highest priority to basic education and basic skills par- ticularly in the rural areas where other development actions are planned or taking place, an emphasis which has both an economic and social equity dimen- sion. These thrusts would be consistent with the policy directives laid down to shape the Second Five Year Economic and Social Development Plan, 1976-1981 - the development of the agriculture sector and of the regions to reduce the disparities in income, to retard the rural exodus, and to improve social serv- ices in the rural areas. III. THE EDUCATION SYSTEM rleneral Assessment -3.(11 The education system has been elitist; makeshift schooling serves ,-he urban poor and a small portion of rural children: some prestigious private schools cater to the more well-to-do urban poDulation. This lack of commit- ment to public education in the past is witnessed by the paucitv of resources applied to education. Public expenditures on education amounted in 1973/74 to only 0.9% of GDP, while the private expenditures may be estimated of the order of 1.6% of GDP, though the private education sector accounted for only 28% of total enrollments. The total of 2.5% of GDP is the lowest among the Bank's member countries as is also the per capita expenditure of US$1.40 on public education. 3.02 The inadequate appropriations for education have been major factors in the imbalances and inequities to be found in the system (Annexes 1-3). In urban primary schools enrollments represent 89% of the age group 6 through 12, but in the rural schools just 26%. The structure of the system in rural pri- mary schools is a major cause of high wastage (see para. 3.06). A further im- balance is seen in enrollments at secondary level where there is negligible provision in the rural areas; the rural vocational, agricultural, and rural primary teacher training schools are small, uneconomic and under-utilized. In this very incomplete and imbalanced system, girls form on average a low 25% of total enrollments.  -4- Administration and Planning 3.03 The historical divis:Lon of education between the Department of Education (DOE) and the Department of Agriculture (DAG) has made integrated and comprehensive planning welL-nigh impossible in the absence of a powerful coordinating authority. The DOE has jurisdiction over urban primary and primary teacher education, secondary education, the major part of vocational training and most non-formal activities in both urban and rural areas. The National Literacy and Community Development Office (ONAAC) and the university have budgets and a considerable degree of autonomy of their own. The Depart- ment of Agriculture is responsible for rural primary and rural primary teacher education and for agricultural secondary schools (Charts I and II). In consequence -there is considerable uneconomic use of scarce resources; there are, for example, at central and regional levels three sets of inspectors in charge of primary urban, primary rural and ONAAC activities. Operational funds are inadequate for all to function effectively. 3.04 Education Planning has only lately been given some attention by the DOE; the DAG has no such service but has people competent enough when initiated to carry out basic preinvestment studies (e.g. school mapping and project pre- paration). The education statistical data collection and processing is of dubious quality; inconsistencies abound; statistical data used in this report should be read in this light. 3.05 The Human Resources Division of the Council for National Develop- ment and Planning (CONADEP) has to-date not been able to develop an educational strategy or to evaluate education programs to determine their viability, con- sistency and relevance. CONADEP has now been strengthened by UNDP/Unesco technical assistance in the form of an education planner. It is expected that a high level education administrator and a statistician will also be made available by UNDP. Structure, Curricula and Teacher Education 3.06 The structure of the system (Chart III) at the primary level is not conducive to helping the rural children obtain at least a basic functional education. Urban primary has reduced the course to six years but rural pri- mary retains a seven-year course although this is manifestly unrealistic in three respects: (a) only 3.4% of the 1966 cohort in rural primary completed the course (cf. about 50% of urban primary); (b) more than 50% of enrollment is in the "infant" or first year class and 70% of these do not go on to the second year; (c) most of the rural children come to school at 10 years of age or more. In these circumstances, the DAG now proposes to establish a network of small neighborhood four-year (Grades 1-4) basic schools. These will serve as "satellite schools" to six grade centralized schools for the more talented children. 3.07 In general overall curricula are fairly well-balanced, but the content of syllabi is often out-dated, irrelevant to the Haitian realities, or inappropriate for the learning capacity of the younger students. Furthermore,  - 5 - the curricula cannot be applied because: (a) of the non-functional, ill- equipped, overcrowded houses used as schools; (b) most children cannot afford to buy their own learning materials, and (c) with only 30% qualified teachers in public primary schools and 5% in secondary education, the teachers have not the competence or the will to function effectively with huge heterogeneous classes in these appalling conditions. Syllabi need to be updated and cheap learning-teaching aids and materials developed; teacher education programs should give more attention to active and group teaching techniques and to teaching trainees the elements of diagnostic testing and remedial work and how to prepare their own aids and materials. 3.08 Primary teacher education, particularly in the rural teacher schools, is provided in inappropriate and under-equipped buildings. Total enrollments in 1973/74 were 400 in seven urban and 160 in three rural schools, with an output of 107 and 56 respectively. These are uneconomic sizes and the output quite inadequate to meet the need (Annex 4). The present teacher in-service and upgrading programs should be expanded and new patterns of training introduced. Financing and Cost of Education 3.09 The insufficiency of public appropriations for educatiorn has led to stagnation, a lack of interest in planning, in review of curricula, in modern and economic education technology, in provision of functionally-designed school buildings adequately equipped and appropriately staffed, in maintenance of such facilities as do exist, and in scrutiny of administrative and organiz- ational practices which cause inefficiency. 3.10 Public recurrent expenditures on education of US$6.3 million (Annexes 5 and 6) in 1973/74 were 18.8% of the Central Government's operating budget or 10.0% of its total recurrent expenditures. In real terms this represents a decrease from the 1968-69 expenditures though GDP grew in real terms at 4.6% p.a. The appropriations for materials comprise only 1.8% of total recurrent expenditures and there is no budget for maintenance. 3.11 Although public education is free, parents are expected to purchase the school books and materials required and to pay US$3.50 p.a. for the "school cooperative," which in fact is used to pay the school's operational budget, excluding teachers' salaries. These costs bear heavily on the poorer segments of the population, particularly the rural folk, and are a major cause of wastage or intermittent attendance. 3.12 The DOE (including ONAAC) share of actual recurrent expenditures on education was 71%, the DAG share was 23%. The main reason for this is the comparatively small number of teachers in rural schools, giving a teacher: pupil ratio of 1:61 as compared with 1:34 in urban primary. Yet the DAG education expenditures of US$1.45 million represent 53% of the Department's total budget leaving only US$1.3 million for agricultural development activities.  - 6 - 3.13 External aid from bilateral and multilateral agencies to education in 1973/74 is estimated at US$2 million. IV. EDUCATION DEVELOPMENT STRATEGY Current Developments 4.01 There is not as yet any national education strategy addressing Haiti's fundamental education problems. But there have been recently the beginnings of serious efforts a:Lming at improvements in access to educational opportunities, in curricula and preparation of teachers, and in planning. This action is often supported cnd spearheaded by external agencies. While still short of resolving endemic structural problems, it nevertheless indi- cates a willingness to face the issues and indirectly to prepare for the more fundamental changes required in the future. This forward movement should be supported. 4.02 However, the government statements of intent to broaden education opportunities must be followed through with higher enrollment targets and increased education budget for rural schools. The DAG proposals to establish a network of small neighborhood four-year (grades 1-4) basic schools to serve as "satellite schools" to six-grade centralized schools and immediately to expand improved teacher training programs with increasing emphasis on re- designed in-service courses are highly significant measures for accelerated development of the rural educat:Lon system. Assistance for the start of phased implementation of these proposals is being sought from IDA and IDB. The pro- posed project contains a component to this effect. 4.03 The National Pedagogic:al Institute (IPN) has been established with French assistance. Some 60 French specialists in cooperation with a few Haitian counterparts are working on primary education curricula, preparation of learning-teaching aids including textbooks for the schools and for literacy programs (the latter in Creole at beginner level), development and testing of an appropriate education teclnology for Haiti (including the use of radio) and of improved methods of teaching French to Creole speakers. The IPN is responsible, and has organized courses, for retraining and upgrading of teachers, training of education administrators, supervisors and school directors. Under a Haitian director the IPN proposes to intensify its efforts in these education development areas. Since this Director is also Director of Urban Primary and Urban Teacher Training and has the support of DAG, it can be assumed that IPN will be supported by and its work acceptable to the education agencies. It has the specialists to cover every major edu- cational activity except educati.onal planning. The French Government, too, has signed an agreement with Haiti undertaking to provide short-term special- ists for specific assignments as the need arises and to award 60 fellowships a year (30 for rural and 30 for urban education) to train teacher trainers, school directors, supervisors and administrators in France.  4.04 The government intends to have DOE and DAG develop jointly and with IPN special curricula and learning materials for the overage children to complete the four-year basic course in a maximum of two years. Thus, the overage children in the primary schools could be moved rapidly through the system, freeing capacity for an accelerated intake of normal age children. In this connection, the government also intends to explore how overage children applying for entry into the primary school for the first time could be directed to the ONAAC program. In regard to teacher training, the govern- ment also proposes to reduce the present rural teacher pre-service three-year course to two years. Such action would accelerate output and effect economies without any detriment to the quality of the output, provided each year of the training course is the equivalent of 10 months and the content of the program is suitably adjusted. 4.05 Another area of improvement reflects the continued and increased effort of UNDP to provide on a flexible basis technical assistance experts as the need arises. As already noted earlier (para. 3.05), education planning, administration and statistics are being strengthened in CONADEP. This core of specialists should assist the government in the preparation of a compre- hensive educational plan. Assurances were provided by the government during negotiations that such a plan would be completed by June 30, 1977. It is the intent of the government that the education administrator specialist (para. 3.05) provided by UNDP would, inter alia, make a study of, and recom- mendations on, the terms and conditions of service, bonding and appointment procedures of the teacher corps. He would be assisted by specialists in teacher education and technical and vocational training planning to be pro- vided in the proposed IDA project. The government has undertaken to complete the study within two years of the signing of the credit agreement. 4.06 The UNDP technical assistance would help toward establishment of a common planning and statistical service, but further coordinated action is required. The assumption of responsibility of education by one department only may not be politically feasible at this moment, but the government intends to establish for both departments common but flexible curricula, common agree- ment on teacher employment, common programs for the training of school direc- tors, education administrators and supervisors, and to have carried out jointly feasibility and preinvestment studies which affect the whole education system, such as a comprehensive study by UNDP on the use of the radio as a possible means of confronting the problems with which the system will otherwise have to contend for perhaps 20 years or more. Prospects 4.07 In the absence of a comprehensive national educational plan and to provide a model to assist the government to work with reference to a feasible plan, the appraisal mission carried out an indicative planning exercise (Ap- pendix). The quantitative aspects of this exercise with projections for teacher requirements are shown in Annexes 3 and 4 and the public investment needs needs in Annex 7. The conclusions and implications are summarized below.  - 8 - 4.08 Against an annual estimated need of 330 and 500 qualified teachers for rural and urban primary education respectively, the estimated average annual output is only 150 from rural and 400 from urban teacher colleges. DAG considers that its proposedi expanded programs will have a major impact so that output then could be over 240 per annum, and this would increase very substantially in the 1980s as iurther expansion of facilities and programs is undertaken as from 1977. I: should be noted also that the urban primary teacher deficit can be reduced if and when the present comparatively generous teacher:pupil ratio of 1:34 cani gradually be replaced by 1:40 or 1:45 ratio. This, however, depends to a large extent on the availability of large enough teaching spaces (as in the proposed project schools) to replace the small rooms in family houses presently used as classrooms. Because of this constraint of qualified rural basic education teachers (as also because of the financial constraint), projected enrollment in 1985 in rural schools is placed at 58% of the relevant school age only. This still compares unfavorably with projected enrollments of 100% in urban schools, but is a marked improvement over the present 26% and 89% respectively. Briefly, it needs to be repeated that the government should focus on actions to increase outputs through a greater variety of teacher training programs and on measures to retain trained teachers in the education service through bonding and improved salaries and benefits, par- ticularly for qualified teachers in the rural areas (paras. 4.02, 4.04, 4.05). Should the proposed 1DB project in support of rural teacher training not materialize, the government has undertaken to intensify its own programs still further in 1977. IDA may wish to consider providing support to this end should it prove necessary, but it should be observed that IDB is pre- sently actively pursuing action and expects to have an agreement signed before the end of 1976. 4.09 The teachers availability constraint also applies in the projected modest expansion of secondary education to reach 10% of the relevant age- group in 1985/86 from 5.1% in 1973/74. 4.10 Other quality-directe,i action could help accelerate the flow of students and reduce wastage and repetition, hence reduce costs per graduate. This action could include reform of curricula, provision of a more constructive learning-teaching environment, Improved teacher capability, revised testing procedures, and introduction of counseling and remedial teaching services. 4.11 Expenditures on educal:ion would have to be increased to support increased enrollments and higher unit costs (current and capital - Annexes 6 and 7); such projected expend:Ltures are considered well within the capacity of the country to sustain: assuming that projected total public enrollments in 1980/81 will be 375,000 in primary, 39,000 in secondary and 4,000 in higher education, the total public expenditures on education are projected to be on the order of US$13.6 million in 1980/81 at constant 1974 prices as compared to $6.3 million in 197-l/74. This would represent an estimated 1.2% of GDP, on the assumption that GDP will have increased at 3% p.a. between 1973 and 1976 and 5% p.a. between 1976 and 1980 and would entail a marginal  - 9 - increase in the share of education in the central government's operating budget from 18.8% to 19.0% or from 10.0% to 10.1% of its estimated total re- current expenditures. Therefore, the demand on national public resources from education is not unrealistic. Priorities and Phasing 4.12 In terms of the socio-economic realities of the immediate future, the constraints of limited resources and absorptive capacity of the education management, and the implied priorities of the general directives issued for the preparation of the Second Economic Development Plan, 1976-81, the priori- ties in the education sector have been determined. They include programs to increase education opportunity in basic education, functional literacy and basic skills and understanding of health and nutrition in the community development programs of ONAAC, particularly in the rural areas. These priori- ties are to be interlinked with reform of expanded teacher education, education administration programs, applied research and development programs in the fields of curriculum development, and production of learning-teaching aids and mate- rials for primary education and ONAAC programs. The key agent for these quali- tative actions will be IPN. 4.13 The proposed project addresses itself to these very priorities, tak- ing into account the very substantial assistance that is being and may be pro- vided by the IPN, French technical assistance, UNDP/ILO, UNDP/UNESCO and IDB. In a second phase apart from further required action in basic and primary teacher education, priority might be centered on secondary and vocational education, secondary teacher education and secondary school reform. These areas are placed in the second phase for a number of reasons: (i) more time is required before a serious and acceptable study of the curricula and struc- ture of secondary level education can be undertaken; (ii) the teacher supply source cannot be built up rapidly enough to deal with any immediate substan- tial expansion and reform of this level; and (iii) the quantitative and quali- tative needs in vocational education will have been more confidently estimated in two or three years' time after the National Institute for Vocational Train- ing (INFP) and the vocational planner sponsored by this project have been able to study the issues. In the second phase, too, consideration should be given to the establishment of farmer training centers in development regions. 4.14 To assist Haiti in the implementation of education reforms and review of cost-effective measures under consideration, the government and IDA reached agreement during negotiations for periodic joint review of pro- gress of education plans and specific programs, implementation problems, new approaches, and availability of resources for proposed programs and action, in addition to the regular review of the physical execution of the project and realization of its objectives.  - 10 - V. THE PROJECT Prolect Strategy 5.01 The proposed project is designed to support priority needs for the development of the Haitian education system. While it provides for correc- tions in the inequities of access to basic education and increases oppor- tunities for non-formal adult education, especially in the rural areas, it also aims at improving the quality and internal efficiency of these levels and types of education/training, inter alia, through a variety of improved teacher education programs and by initiating and coordinating action on modernizing the teaching-learning process in all its aspects. The project also provides assistance to national education authorities to enhance their management, planning, development and supervision capability and it estab- lishes the basis for a much needed coordinated action by different government administrative units to achieve an integrated, rational and economic approach to common problems and purposes. 5.02 Project action has been confined in accordance with resource const- raints to two geographic areas and Port-au-Prince to assure a more meaningful impact by some degree of concentration. This would also facilitate economic and efficient Implementation of a major effort by the execution agencies. The areas are the Plaine du Nord, the Artibonite, and a small input into Port-au- Prince. The choice was determirLed by the criterion that the first IDA educa- tion project should support ongoing development efforts in departments with strong development potential; in the Plaine du Nord, IDA is considering financing a rural development project and the region and its capital, Cap Haitien, have possibilities in the fields of agriculture and tourism. The Artibonite is the region in which the Artibonite Valley Development Organi- zation (ODVA) is engaged in a multi-action agricultural and infrastructure program expected to be supported by IDB and the Federal Republic of Germany. Its small capital town Gonaives, is a natural center for the region's activi- ties. Port-au-Prince needs to consolidate its small and dispersed teacher education colleges as well as to increase primary education opportunities in disadvantaged urban areas. Project Composition 5.03 The project would cons:Lst of: (i) Construction, furnishing and equipping of educational institutions as outlined below:  - 11 - Capacity Boarding Staff Grades or Places Enrollment Places Housing (a) 65 new Rural Basic Schools/Community Learning Centers 1-4 13,000 17,400 /1 - 65 /3 (b) 10 new Urban Primary Schools/Community Learning Centers 1-6 3,000 5,400 /1 - - (c) 2 new and expansion of 1 Primary Teaching College 10-12 720 720 /2 240 12 Total - 16,720 23,520 240 77 /1 Allowing for additional enrollment made possible by double shift, but excluding enrollments in fuctional literacy and other adult programs. /2 Excluding enrollment in vacation and special intensive courses. /3 Each unit for 4 teachers. (ii) Equipment to the value of US$0.4 million for the improvement of the ONAAC Literacy and Community programs; (iii) Technical assistance of 7 man-years of specialist services and 1 man-year of fellowships; and (iv) Support for project administration including salaries, equipment and vehicles required for the project imple- mentation unit. Elements of the Project Community Learning Centers 5.04 This project item consists of 65 new rural community learning centers and 10 new urban community learning centers. The rural centers would consist of a four-grade primary school which would provide basic education for some 17,400 school age children in a restructured course of four years and also provide literacy and training opportunities to 3000-4000 out-of-school youths and adults. The urban centers, consisting of a six-grade primary school for about-5,400 school-age children, would also offer literacy and training opportunities to 1500-2500 out-of-school youths and adults. It is estimated that about one-thlrd of the rural centers and two-thirds of the urban ones would have a large enough catchment area for double shift operations. In addition to classrooms, each center would have a simply equipped and designed  - 12 - workshop and a home-management area which would be used in the afternoon and evening by the out-of-school population for ONAAC functional literacy classes and other community development and learning activities including those or- ganized by the Departments of Health and of Social Affairs. In view of the dual function of the teachers in the rural centers and the poor communication system, the project would also provide simple living accommodation for the teachers in each rural center. A total of 260 teachers would benefit from such housing provisions; this should be an inducement for teachers to accept posts in villages. 5.05 A school mapping exercise carried out by the DAG for the North and the Artibonite facilitates pin-pointing the specific location of the rural community learning centers. They would be located in educationally neglected communities and where distances from schools are important factors in non-enrollment, dropout, absenteeism and poor performance. The sites for the rural centers would also be suitable for agricultural practical work for both school children and adult classes. All ten urban centers would be located in the disadvantaged areas. Of these, six will be located in Gonaives and Cap Haitien, and i.-our in Port-au-Prince. 5.06 The government has given assurances that: (i) the project centers would develop both functions aEs primary schools and community learning centers available to ONAAC and the Departments of Health and of Social Affairs, and that they would be equipped, and buildings and equipment satisfactorily main- tained, to this end; (ii) DOE and DAG would introduce upon commencement of operation of the project centers reformed curricula and appropriate learning- teaching aids, including a radio set; (iii) class groups in project centers would not exceed 50; and (iv) the project centers would have about 50% trained teachers by their fourth year of operation, and unqualified teachers would have at least the equivalent of three years' post primary education and an intensive pedagogical training course, acceptable to the Association, pending acquisition of qualified status. Primary Teacher Training Colleges 5.07 This project item consists of the expansion and remodelling of an existing college in Port-au-Prince and the replacement of two other small and totally unsuitable colleges at Gonaives and Cap Haitien. Upon the completion of the expansion of the Port-au-Prince college, two other small existing colleges which function in obsolete houses and with little equipment will be eliminated. Enrollments would be expanded from 400 to 720 students, in- cluding 60 in-service trainees (one to two year courses), 1/, giving a possible annual output of about 300 qualified teachers per annum in the three project colleges and 400 in DOE colleges as compared with the present output of all urban colleges of about 100 teachers. Hostel accommodation would be provided 1/ Dependent on the academic qualifications and teaching experience of the trainee.  - 13 - for 80 girls at each of the three colleges and six staff housing units at the Gonaives and Cap Raitien colleges as an inducement for attracting students from the hinterland and staff from Port-au-Prince. The hostel facilities would be used for in-service teacher training courses during vacation periods. 5.08 A revised curriculum would be introduced to ensure training of the teachers in the dual role of teacher/community development agent. Suffi- cient time would be devoted to laboratory and workshop activities, handi- crafts, home management, agriculture and rural development. Adequate teaching practice in schools and participation in a community development program would be integrated into the curriculum. Assurances have been provided by the government that relevant curricula and syllabi would be developed in conjunc- tion with IPN and the DOE and DAG teacher trainers for the implementation of the various pre-service and in-service courses in the project institution by the time they commence operation. Furthermore, understandings were also reached with the government during negotiations that: (i) teacher training and teacher trainer courses with basically common objectives and curricula would be organized by IPN and the DOE and DAG; and (ii) graduates from urban teachers' colleges would not be restrained from taking up posts in rural schools. 5.09 Selected schools in the first project item would be used as appli- cation schools for teaching practice and experimental and observation studies by teacher trainers and trainees. Each college will be provided with a bus so that the movement of trainees to outlying schools would be facilitated. ONAAC Literacy and Community Programs 5.10 This project item consists of the provision of equipment for central and regional (Artibonite and Plaine du Nord) ONAAC offices to ensure better supervision and counseling services to the instructors at the ONAAC village centers, and better learning conditions in these centers. The equipment, to the value of US$0.4 million, would comprise eight mobile units equipped with audiovisual and other teaching aids, 12 motorcycles for use of the super- visors (regional and district), and duplicating machines, radio sets, audio- visual aids and printing materials for ONAAC regular and follow-up courses. Specialists in literacy, adult and rural education, and in the preparation of related materials at the IPN would be involved in improving present functional literacy programs, including the supervisor and instructor training programs. Technical Assistance 5.11 The project would provide seven man-years of technical assistance and one man-year of fellowships to assist in the realization of project objectives and in the training of local staff. The technical assistance at a total cost of US$320,000 would be distributed as follows:  - 14 - Specialists (7 man-years) (a) Teacher Training (2 man-years): One man year in teacher education and one mam year for primary school curriculum development, to advise on syllabi development, to assist in the design and organization of new types of teacher education courses and of the administrative practices of the teacher colleges, and in the study on the conditions of service of teachers (para 4.05). (b) ONAAC (1 man-year): In adult education and development of literacy and follow-up materials and audiovisual aids. This specialist will also function as adviser to ONAAC and work closely with the IPN specialists. (c) Vocational and Technilcal Education (1 man-year): In planning, curriculum development and assistance in the study on conditions of service of teachers (para. 4.05). The specialist would be attached to the vocational train- ing division of the Department of Education. (d) Sub-sector Studies (2 man-years): Specialist services for elaboration of a student tracer system; pre-investment studies; study and organization of evaluation services; and "engineering" work for a possible second IDA project. (e) Project Implementation Unit (1 man-year): Short-term specialist services (preparation of education briefs, architect, procurement specialists). Fellowships (1 man-year) (a) ONAAC (6 months): For short visits of four administrators and supervisors to study non-formal and literacy programs abroad. (b) Vocational and Technical Educators (6 months): Short visits of four administrators of DAG and DOE and/or directors of vocational schools to visit and study integrated vocational centers. All specialists and the terms oF their service would be acceptable to the Association and candidates for the fellowship programs would be selected in consultation with the Association. Cost of the Project 5.12 The total cost of the project, net of taxes, is estimated at US$6.48 million. The breakdown by type of expenditure is shown in Annex 8 and summarized below:  - 15 - Gourdes (millions) US$ (millions) % of Local Foreign Total Local Foreign Total Total 65 new Rural Basic Schools/ 7.1 5.9 13.0 1.43 1.17 2.60 40 Community Learning Centers 10 new Urban Primary Schools/ 1.6 1.3 2.9 0.32 0.26 0.58 9 Community Learning Centers 2 new, and extension of 1, 1.8 1.8 3.6 0.36 0.37 0.73 12 Primary Teacher Training College Equipment for ONAAC Literacy 0.1 1.9 2.0 0.02 0.33 0.40 6 and Community Programs Technical Assistance 0.2 1.4 1.6 0.04 0.28 0.32 5 Project Administration 0.6 0.2 0.8 0.12 0.03 0.15 2 Base Cost Estimates 11.4 12.5 23.9 2.29 2.49 4.78 74 Contingencies (i) Physical (10) 1.1 1.3 2.4 0.23 0.25 0.48 7 (ii) Price (23) 3.1 3.0 6.1 0.63 0.59 1.22 19 Total 15.6 16.8 32.4 3.15 3.33 6.48 100 5.13 The base costs are estimated in prices projected to the end of December 1975. Added to these base cost estimates are contingency allowances for (a) physical contingencies equal to 10% of the estimated base cost and (b) price escalation of 15% in 1976, and_12% per year in 1977-79. Bulk purchasing of most building materials in 1976-77 will make possible a total price contingency -hich amounts to 23%. Details of contingency allowance calculations are given in Annex 9. 5.14 The construction cost estimates were derived from some recent school building contracts. These were adjusted to reflect the use of local materials and economical norms and standards in the design and construction of the project institutions. Further, the project construction cost was computed net of taxes, which represent about 4% of the gross cost. Thus the estimated school construc- tion cost ranges from about US$68 per square meter of the gross floor area in urban areas to US$56 in the rural areas. Further cost reduction of about 15% may be expected in the rural areas because of community participation in the construction programs of the project. Any savings which may result from such community participation will be used for other project related purposes, subject to IDA approval.  - 16 - Recurrent Costs 5.15 Incremental recurrent expenditures of the operation of all project institutions would amount to about 1.1% of total projected recurrent expendi- tures in Education in 1978-79, 2.9% in 1979-80, and 3.4Z in 1980-81. At that time the incremental project recurrent costs would amount to about US$465,000 in 1974 prices. The Government gave assurances during negotiations that sufficient funds would be available for the operation of the project insti- tutions. Risks involved in the Project 5.16 Recent actions by the government to respond to the requirements of the IDA project suggest that there is now little risk to achievement of the immediate objectives of the project; however, it is not possible to discount the risks to realization of the longer-term thrust of the pro- ject which aims at the planned generalization of the project action to the education and training system as a whole. The proposed project is intended to serve as a catalytic agent in the implementation of the elements of a series of programs which would form part of a planned reform of the educa- tion system. Successful development of a strategy and the implementation of related quantitative and qua:Litative programs would be dependent on sus- tained commitment of the government to the proposed reform. This implies commitment not only to the political, economic and social principles of the reform but also to allocation of the financial and human resources necessary for execution and operation over a substantial period of time. It is important that the govermnent has full information on the implica- tions of the longer-term objectiLves and targets if it is to be convinced that the necessary commitment is worthwhile. In consequence, the education planners (para. 4.05) would neecl to foc4a on the financial and skilled man- power requirements for education development so that the government can consider the demands in relation to the needs of other sectors in a per- spective framework. VI. IKLIMPTION Project Administration 6.01 A project unit would be established under the Executive Secretary of CONADEP and would be responsible for (i) overall administration of project implementation and (ii) liaison with other Departments and parties involved in the project with IDA. The Project Director, a Haitian engineer, has been appointed. He would be assisted. by an experienced educator/administrator, a procurement specialist and an accountant, all working full time. All would be selected in consultation with IDA. The project unit would be provided with adequate facilities and supporting staff, to enable it to function effec- tively. The DOE and DAG each would appoint a high level officer to advise on the educational aspects of implementation and for liaison with the project unit. Conditions of effectiveness for the project would be the establishment  - 17 - of the project unit, the appointment of the project educator and nomination of the liaison officers of DOE and DAG. The salaries of key project unit staff, the equipment and vehicles required by the unit, fees for part-time local consultants as necessary, all amounting to a total of US$150,000 have been included in the project cost. Project Implementation Fund 6.02 To ensure the timely availability of local counterpart funds for the execution of the project, a project iuplementation fund has been estab- lished. The government will make quarterly advance payments to this fund as needed and withdrawals from the Cre4it account will be credited directly to the account of the fund; assurances to this effect were obtained from the government during negotiations. This fund would be audited on an annual basis by auditors acceptable to IDA. Project Implementation Schedule 6.03 To assist in the effective and timely execution of the proposed project a comprehensive implementation scbedule has been prepared (Annex 10). This schedule was discussed during negotlations and agreed upon as a project implementation and monitoring tool. Professional and Technical Services 6.04 Consultants acceptable to IDA would be appointed for the architec- tural design, construction supervision, and to assist the project unit and some civil works contractors in preparing and evaluating bids on civil works. Construction supervision of particularly the rural schools would require subs- tantial technical inputs, in view of the dispersion of sites and the need to supervise expected community participation. There are sufficient consultant firms established in Port-au-Prince capable of rendering the professional services required. 6.05 The project unit would elaborate with the assistance of consultants the agreed project implementation schedule, including among other things: (i) educational standards and specifications for preparing designs, (ii) basic construction standards and building materials to be used; and (iii) the unit costs for the project institutions. The government would establish, after consulation with IDA, technical review committees with qualified repre- sentatives of the Departments of Education and Agriculture and the project unit to analyze and review architectural designs and equipment and furniture lists and specifications and certify that they meet economic and functional standards and costs and the educational objectives of each project institu- tion. The government has agreed to establish such committees within six months of credit signing.  -- 18 - Locations and Sites 6.06 Assurances were obtained from the government that the selection of all locations and sites and their acquisition would be in accordance with criteria and schedule acceptable to the Association. More than 20 satis- factory sites are already acquired and a further 10 are in the process of acquisition. Procurement 6.07 Contracts for the procurement of furniture and equipment and bulk purchase of materials would be awarded on the basis of international competi- tive bidding in accordance with the Bank/IDA Guidelines, except that furniture and equipment which cannot be grouped in packages of at least US$15,000 or more would be procured on the basis of local procedures acceptable to IDA. Procurement under these procedures would not in aggregate exceed US$75,000 (corresponding to less than 10% of the total cost of furniture and equipment). Domestic furniture and equipment manufacturers, tendering under international competitive procedures, would be allowed a preferential margin of 15% of c.i.f. costs of competitive imports or the current applicable import duty, whichever is lower. Since the project civil works are of small size and physically dispersed, foreign contractors are not expected to participate, but they would not be precluded from bidding. The civil works contracts would be awarded on the basis of competitive bidding advertised locally and in accord- ance with local procedures acceptable to IDA. Haiti's 10 construction firms with engineering services and about 40 small contractors, who usually are hired as labor teams, are competitive. Disbursements 6.08 The proposed credit of US$5.5 million would cover the foreign ex- change component of US$3.3 million (51%) and US$2.2 million (or 69%) of the local currency costs. It would be equivalent to 85% of the total project cost of US$6.5 million. The credit would be disbursed over a period of four years (Annex 11). Retroactive financing not exceeding US$150,000 is recommended for expenditures made from September 1, 1975, against expenditures for pro- fessional services, technical assistance and project administration. Any surplus funds of the credit would be used for priority items closely related to the original project, subject to IDA approval. VII. AGREEMENTS REACHED AND RECOMMENDATIONS 7.01 During credit negotiations, agreement was reached on the following principal points: (i) the study on terms and conditions of teacher service (para. 4.05), and the initial field assignment of urban teacher training college graduates; (ii) the eLaboration of a comprehensive education plan and periodic  - 19 - joint review of programming action and implementation progress (paras. 4.05 and 4.14); (iii) the dual function of the project centers (para. 5.06); (iv) application of common and reformed curricula and provision of learning teaching aids (paras. 5.06 and 5.08); (v) the size of classes and qualifica- tions of teachers in the project schools (para. 5.06); (vi) preparation and conduct of pre-service and in-service teacher training programs (para. 5.08), and additional action on rural primary teacher training in 1977 should this prove necessary (paras. 4.04 and 4.08); (vii) the appointment of specialists and consultants and award of fellowships (paras. 5.11, 6.04), and establish- ment of technical review committees (para. 6.05); (viii) assuring adequate operational funds for the project schools (para. 5.15); (ix) the establish- ment and operation of a project implementation fund (para. 6.02); (x) the preparation and use of a project implementation schedule (para. 6.03), and (xi) criteria and schedules for site selection (para, 6.06). 7.02 Also during credit negotiations, the government confirmed that the following objectives and measures, inter alia, would be taken into considera- tion in the preparation of its comprehensive education plan: (i) relating education content and the structure of the system to the Haitian realities and social and economic development activities; (ii) improving the management and operational capability of DOE and of DAG and achieving closer integration of the education planning activities of these departments and of those of CONADEP; (iii) giving priority to the imperatives of social justice related to educational opportunities; (iv) improving and expanding teacher training, and introducing other quality-directed measures in the education system; (v) making special arrangements for the education of over-aged students; (vi) increasing the cost-effectiveness of the education system; (vii) in- creasing the proportion of the national budget for education in accordance with planned requirements. 7.03 Conditions of effectiveness for the project would include: (i) the satisfactory operational establishment of and support to the project unit (para. 6.01); (ii) the appointment of the project unit educator and of the liaison officers (para. 6.01); and (iii) the initial funding of the project implementation account to the amount agreed with IDA (para. 6.02). 7.04 Subject to the fulfillment of the conditions described above, the project constitutes a suitable basis for an IDA credit of US$5.5 million equivalent to the Republic of Haiti.   Al'I'P NI)IX The Indicative Planning Eercise In order to assist the government to work on a feasible plan, the appraisal mission carried out a tentative planning exercise as a model and testing piece. The quantitive aspects of the planning exercise are contained in Annexes 3 and 4. In summary the proposed targer are: 1973/74 1980/81 1985/86 -