Honduras - Education Project

FILE COPY DOCUMENT OF INTERNATIONAL BANK FOR RECONSTRUCTION AND DEVELOPMENT INTERNATIONAL DEVELOPMENT ASSOCIATION Not For Public Use' Report No. 247a-HO APPRAISAL OF AN EDUCATION PROJECT IN HONDURAS December 7, 1973 Education Projects Division Latin America and Caribbean Regional Office This report was prepared for official use only by the Bank Group. It may not be published, quoted or cited without Bank Group authorization. The Bank Group does not accept responsibility for the accuracy or completeness of the report.  CURRENCY EQUIVALENTS Cwrrency Unit - Lempira (L) US$ 1.00 - L 2.00 L 1.00 - US$ 0.50 MEASURES AND EQUIVALENTS meter (mi) - 3.28 feet square meter (i2) - 10.8 square feet kilometer (im) - 0.62 mile square kilometer (km2) - 0.39 square mile hectare (ha) - 2.47 acres FISCAL YEAR January 1 - December 31 ACRONYMS USED CARE - Cooperative for American Relief Everywhere CGTI - Center for Technical Industrial Cooperation CIDA - Canadian International Development Agency CONSUPLAN - Higher Econozmic Planning Council DEARRURAL - Directorate of Rural Development FAO - Food and Agriculture Organization IDB - Inter-American Development Bank INFOP - Instituto Nacional de Formacion Profesional (National Institute of Vocational Training) UNAH - National Autonomous University of Honduras UNESCO - United Nations Educational, Scientific and Cultural Organization USAID - United States Agency for International Development  HONDURAS APPRAISAL OF AN EDUCATION PROJECT TABLE OF CONTENTS Page No. BASIC DATA SUMMARY AND CONCLUSIONS ........................ i - iv I. INTRODUCTION ....................................... 1 II. THE SOCIO-ECONOMIC SETTING ......................... 1 Population and the Economy .............. 1 Human Resources Development and Absorptive Capacity ...................................... ..0....... 2 III. EDUCATION AND TRAINING ............................. 3 General ........... 3 The Formal System ...... ................... 4 Non-Formal Education and Training ............... 5 IVY EDUCATION FINANCE .................................. 6 V. EDUCATION DEVELOPMENT STRATEGY ..................... 7 VI. THE PROJECT .. . .............. 11 General .. ...... .......... Primary Teacher Training . . . .12 Secondary Teacher Training . .13 Vocational Training . .... 14 Agricultural Education and Training 16 Technical Assistance . .17 Evaluation of the Project . 17 Cost of the Project..... . 17 Foreign Exchange Component .................... 20 Project Recurrent Costs ... 20 VII. IMPLEMENTATION ............................. 20 Administration ..................... ... 20 Professional Services ... 21 Sites ...21 Procurement ... 21 Disbursement . . 22 VIII. AGREEMENTS REACIED AND RECOMWIENDATION .............. 22  APPENDIX - Education and Training in Honduras ANNEXES 1. Comparative Education Indicators 2. Primary and Secondary Education: Enrollment by Grade, Controlling Authority and Sex - 1972 3. Technical and Vocational Education: Enrollment and Output - 1971-1972 4. Education Expenditure 1967 and 1972, and Projections to 1980 by Source of Finance 5. Public Investment in Education (1967-74) 6. Recurrent Expenditure for Education 7. Technical Assistance 8. Summary of Estimated Costs 9. Unit Capital Costs in New Project Institutions 10. Contingencv Allowances 11. Recurrent Expenditure of Project Institutions in 1980 12. Project Implementation Schedule 13. Estimated Disbursement Schedule CHARTS I. Organization Chart - Ministry of Education II. Structure of the Formal and Hon-formal System of Education and Training - 1972 III. Education Pyramid - Enrollment in Public and Private Institutions - 1972 MAP Republic of hlonduras This report is based on the findings of an appraisal mission that visited Honduras in 'larch/April 1973. The mission members were Messrs. A. Freire (general educator), R. Hemingway (technical educator), K. Lee (economist), F. Vergara (architect) and C. Vidalon (agricultural educator).  HONDURAS BASIC DA(TA - 1972 /1 Population 2.7 million Growith rate (1961-1972) 3.2% Urban 28% Labor force 31% Unemployment 8 - 10% GDP (in market prices) L 1,599 million Growth in real terms (1966 prices)(1960-70) 5% GNP per capita in 1971 (US$) 290 Public budget 21% Literacy Rate (%) 52 Enrollment Ratios (age group) , Primary (7 -13) 81 Secondary (14 -19) 14 Higher (20 -24) 3 Public Education Expenditure As % of GDP 3'9 As % of public expenditure 18.2 Per capita (US$) 11.0 Recurrent Costs per Student /2 (US$) Primary 41 Secondary General /3 187 Secondary Technical 4 697 Secondary Teacher Training 473 Higher 549 /1 Comparative Education Indicators in Annex 1. /2 Public schools only. /3 Includes primary teacher training. /4 Includes agricultural education.   HONDURAS APPRAISAL OF AN EDUCATION PROJECT SUMMARY AND CONCLUSIONS (i) This report appraises the Bank Group's first education project in Honduras, for which a Loan/Credit of US$ 6.0 million is proposed (US$3.0 million would be a Bank loan and US$3.0 million an IDA credit). (ii) The Honduran education system has undergone rapid expansion during the past decade. However, major weaknesses confront its future development. There are deficiencies in education management stemming from an overcentral- ized administrative structure; geographical imbalances in the distribution of enrollments; shortage of qualified teachers at the primary and secondary levels; an insufficient output of agricultural middle level manpower and of skilled workers to meet the needs of the economy; and absence of serious efforts to improve farmerst productivity and meet other training needs of their families. The Government's education development strategy attaches high priority to meeting all the above needs. Some measures for adminis- trative reform have already been taken; phasing out of the inefficient, small teacher training courses has begun; a new, self-financed institu- tion has been established which will org-nize a national scheme of voca- tional training; and construction of new school facilities with technical and financial support from CARE and USAID will increase the percentage of age group enrollment to 93% at the primary level and 25% at the secondary level by 1980. (iii) The proposed project would complement the programs of bilateral and multilateral agencies and would support those priority objectives of the Gov- ernment's education and training development strategy aimed at (a) improving the quality and relevance of primary and secondary education by alleviating the present shortage of qualified teachers and by broadening the training of primary teachers to include rural community leadership roles; (b) increasing training opportunities for middle level agricultural manpower and for indus- trial workers to meet regional needs and to upgrade the labor force; (c) es- tablishing experimental rural training centers that would provide, in addi- tion to farmer training, training of women in home economics and of youths in rural development schemes and rural community leadership. Many of the project institutions would be located outside urban centers, thus contribut- ing to a more equitable distribution of education opportunities throughout the country. (iv) Specifically, the project would consist of: (a) Construction, furnishing and equipping for:  - ii - (i) Primary Teacher Training - two new and expansion of tWo existing regional primary teacher training schools; - twelve rural application primary schools; (ii) Secondary Teacher Training - new facilities for the existing secondary teacher training college; - one application secondary school; (iii) Vocational Training - two vocational training centers and one industrial training development center; (iv) Agricultural Education and Training - expansion of the agricultural secondary school; - three agricultural training centers. (b) Technical assistance: - 23.5 man-years of specialists' services and 46 man-years of fellowships for Honduran staff. The project institutions would provide a total of 5,080 student places, of which 4,480 would be new; teacher training would account for more than 50% of the total. (v) The project would assist the Government in reorganizing primary teacher training, with the present 47 courses consolidated into four eco- nomically viable institutions (each with an enrollment capacity of 500) lo- cated in the western, central and eastern regions and in Tegucigalpa. The curriculum is being improved and broadened to orient the teacher training toward the needs of the rural areas, with emphasis on multigrade teaching and the training of teachers as community leaders. The institutions would be staffed by selected existing teachers, who would be upgraded. Student teachers would practice in twelve rural application primary schools annexed to the teacher training institutions, to be provided also under the project. The teacher training schools could graduate about 600 new teachers annually from the regular three-year program. However, the larger average annual teacher demands would have to be met by a flexible policy of recruitment and short term upgrading of unemployed teachers.  - iii - (vi) A new secondary teacher training college (capacity of 800) would be built at Tegucigalpa, to replace existing unsuitable and inadequate train- ing facilities in the same city. The school would be operated on a double- shift basis. The curriculum would be revised to introduce new areas of train- ing, with emphasis on training teachers in teaching several related subjects, thereby increasing the utility of teachers and producing flexibility in school operation. An annexed application secondary school for teaching practice and for testing and introducing new teaching techniques would also be constructed. Annual output of the college of about 350 teachers would meel: both the demand created by the expansion of secondary education and normal replacement needs. (vii) The two new vocational training centers to be constructed under the project would enable the Government to establish a national vocational training scheme and make possible the upgrading of 7,200 workers and the training of about 1,200 new entrants to the work force each year, in line with estimated manpower needs. The curricula would be based on occupational analyses, and courses of varying duration would be offered at the two voca- tional training centers according to needs. The proposed industrial trai>i ing development center attached to the Teguicigalpa vocational tre.ining cen-~" ter would plan and implement the above program. It would alse assist mall agement of enterprises to identify their training needs. (viii) To meet the requirements for lower-level agricultural technicians, the agricultural secondary school at Catacamas would be strengthened and ex- panded under the project; the number of student places would increase from 100 to 240. The school would be completely reorganized and the curriculum revised to include a greater share of practical courses. About 70 techni- cians would graduate annually, of whom about 20 would be absorbed by the extension service and the rest by other government agencies and the private sector. (ix) To help improve rural living conditions, increase agricultural pro- ductivity and achieve a more equitable income distribution, the three agricul- tural training centers included in the project would offer courses for farmers, homemakers and youths, with emphasis on improved farming methods, organiza- tion of cooperatives, home management, and community leadership. The centers would have a total of 150 trainee places. They would be experimental in na- ture and would be evaluated with a view to nationwide expansion. (x) The project would include 23.5 man/years of technical assistance and 46 man/years of fellowships. The specialists would assist the Govern- ment in the administrative reform of education (2 man/years); implementing the reorganization of primary teacher training and upgrading the teacher trainers (6 man/years); implementing the national vocational training scheme (8.5 man/years); carrying out the development program of the agricultural sec- ondary school (6 man/years); and in reinforcing the Project Unit (1 man/year). In addition, UNDP will finance 7 man/years of specialist services for the im- provement of the secondary teacher training program. Under the fellowship program local counterparts would be trained abroad.  - iv - /xi) The total project cost is estimated at US$ 8.66 million and the foreign exchange component at US$ 5.0 million, or 58% of the total project cost. The proposed Loan of US$ 3.0 million and Credit of US$ 3.0 million wiould cover the foreign exchange costs of the project and 27% (US$ 1.0 mil- lion) of the estimated local currency cost of US$ 3.7 million equivaler.t and represent about 69% of the total project cost. (xii) A project unit would be established under the Higher Economic Plan- ning Council 'CONSUPLAlN) for overall administration of project implementation, liaison with the Bank/IDA, and coordination of activities with the Instituto Nacional de Formacion Profesional (INFOP) and the Ministries of Education and of Natural Resources. Project liaison officers would be appointed in the two Ministries and in INFOP and they would, in cooperation with the Project Unit 3taff, be responsible for organizing within their institutions technical work required in project implementation such as preparation of architects' briefs and of equipment and furniture lists. Contracts for the procurement of fur- niture and equipment and for construction (except for the twelve rural applica- tion primary schools) would be awarded on the basis of international competi- tive bidding. Local manufacturers would be allowed a preferential margin of 15% of c.i.f. costs of imports or the applicable import duty, whichever is lower. Items that cannot be grouped in packages of at least US$ 5,000 wotld be procured in accordance with the Borrower's regular procurement procedures and would not in the aggregate exceed the equivalent of US$ 170,000 (corre- sponding to 10% of total cost of equipment and furniture). (xiii) Disbursements of the Loan/Credit would be made against the foreign expenditures on imported equipment and furniture or the ex-factory cost of locally procured equipment and furniture, the foreign cost of specialist services and total expenditures on fellowships, 52% of the total cost of construction, site development, and professional services. (xiv) The proposed project is suitable as the basis for blend financing consisting of an IDA Credit of US$ 3.0 million equivalent on standard terms and a Bank Loan of US$ 3.0 million equivalent to Honduras for a period of 30 years including a 10 year grace period.  HONDURAS APPRAISAL OF AN EDUCATION PROJECT I. INTRODUCTION 1.01 A UNESCO mission visited Honduras in July/August 1971 to identify an education project suitable for Bank/IDA financing. Further discussions with the Government took place in September 1972 and January 1973, when agreement was reached on the items to be considered for Bank/IDA financing. The project was prepared by the Government with UNESCO assistance and was appraised in March/April 1973 by a Bank/IDA mission composed of Messrs. A. Freire (general educator), R. Hemingway (technical educator), K. Lee (econ- omist), E. Vergara (architect) and C. Vidalon (agricultural educator). 1.02 During appraisal the project was modified slightly by replacing three large urban application primary schools with twelve smaller rural ap- plication schools and deleting a vocational training center from the proj- ect items. 1.03 This would be the Bank Group's first education project in Honduras. The project would support and strengthen the most critical areas identified in the Government's education and training strategy for consolidating and im- proving primary teacher training to include training of rural primary teachers as community leaders and for broadening the secondary teacher training pro- gram. The project would also promote the training of middle level agricul- tural manpower, industrial workers and farmers through the expansion and im- provement of an agricultural secondary school, the establishment of vocational training centers, and of experimental rural centers that would, in addition to farnmer training, provide courses for homemakers in home management, nutrition, health and child care. The project includes the technical assistance required for implementing it and for training local personnel. 1.04 The total cost of the project is estimated at US$ 8.66 million; about US$ 5.0 million would be the foreign exchange component. A Loan/Credit for US$ 6.0 million (US$ 3.0 million would be a Bank loan and US$ 3.0 million an IDA credit), covering 69% of the total project cost, is proposed. II. THE SOCIO-ECONOMIC SETTING Population and the Economy 2.01 The Honduran population, growing at an annual rate of 3.5% in re- cent years, reached 2.7 million in 1972. With half the population under 15 years of age and half of all adults illiterate, the Government is under in- creasing pressure to expand educational opportunities. Added to this is the problem of providing adequate education and other social services to a scat- tered rural population at a low relevant cost. The urban population, a third of the total, is concentrated in Tegucigalpa, the country's capital city and industrial center, in the industrial town of San Pedro Sula and the agricul- ture-based town of Choluteca.  - 2 - i2e The growth of the economy is dependent on a limited number of pri- mary exports such as bananas ar.d coffee. Except for the large farms producing tor export, which employ one-tenth of the 500,000 agricultural work force, agriculture is characterized by small family farms where traditional farming techniques are applied. Consequently, productivity is low (two-thirds of the total labor force produces one-third of GDP) and this situation is accentuated by a lack of qualified extension personnel. A lack of trained managers, a shortage of skilled manpower and the absence of entrepreneurial experience have had a restrictive impact on the growth of the manufacturing sector, which now accounts for only 12% of GDP. 2.03 The Government's economic development strategy focuses on the di- rectly productive sectors and emphasizes agricultural diversification. How- ever, these objectives can be achieved only if concerted efforts are made to correct the manpower constraints in all sectors. There is a need not only to expand quantitatively the training opportunities for skilled workers and mid- dle level manpower, but also to improve the quality of the training programs for meeting the sectorial demands. In agriculture, moreover, attainment of the Government's objectives would require systematically exposing the farmers to a more efficient production technology and new marketing techniques. Human Resources Development and Absorptive Capacity 2.04 The outstanding feature of the Honduran work force (830,000) is its low level of education and training, which seriously affects productiv- ity. Fewer than 1% have had higher education, 3% have had secondary educa- tion, 12% primary education, and 84% no schooling at all. This situation prevails even in the modern sector, where about 80% of the work force is not qualified to perform assigned tasks and requires upgrading, as shown in a re- cent survey by the Center for Technical Industrial Cooperation (CCTI). This problem is most acute in the manufacturing and construction industries. 2.05 The lack of qualified manpower to meet the needs of the economy results primarily from the shortage of formal and non-formal training oppor- tunities. Although some corrective action has been taken by the Government, the supply of trained manpower does not yet meet demand and a further expan- sion of training opportunities is needed to correct the imbalance. At the professional and technician levels there are still shortages of qualified staff; as a result, 5% of the posts are filled by non-nationals. The more pronounced shortages are among secondary school teachers and skilled and semi-skilled workers, which have led to a cumulation of unqualified persons on the job. In each of these areas the supply falls short of demand by more than half. Conversely, there are areas where an oversupply situation has de- veloped, such as in the clerical and commercial trades and primary teacher training. In 1972 alone about 1,000 primary teachers completed their train- ing, but only 300 were placed in teaching positions. 2.06 The prospects for employment expansion are moderate, with overall employment expected to increase by about 3% (26,000) per year. The majority of the jobs would be created in the traditional sector. The modern sector's absorption is expected to increase at an annual rate of 3.8% (11,000). Half  -3- of the estimated manpower requirements of this sector would be generated with- in manufacturing, especially by firms with five or more workers, while the expansion of public services and construction would absorb most of the other half. In the agricultural sector the Government's program to improve the extension service for farmers would require an additional 20 extension agents per year, which would double the existing personnel within five years, while other agencies and the private sector's demands for middle level agricultural personnel is estimated at about 50 per year. 2.07 The Government's human resources development strategy aims at elim- inating manpower constraints and correcting imbalances affecting the imple- mentation of its economic development program. In order to accomplish this, manpower planning would be strengthened and related effectively to education planning. The expansion of opportunities for training agricultural techni- cians, secondary teachers and workers for industry is warranted by the es- tablished demands. To bring about improvement in rural living conditions. organization of courses aimed at meeting the needs of the rural family unit would be required. For women, training in home economics is needed; for youths, training in rural activities; and for farmers, in new production and marketing techniques. The training of primary teachers should also be broadened and oriented toward rural community leadership. III. EDUCATION AND TRAINING General 3.01 The Honduran education system has undergone rapid expansion during the past decade. Enrollments between 1962 and 1972 increased annually by about 6% in primary education, 12% in secondary education, and 15% in higher education. Imbalances favoring urban areas have not been corrected, however, nor has the expansion been oriented toward vocational education. Moreover, the quality of education has not improved, due mainly to curricula which re- main irrelevant to the country's social and economic needs, the high propor- tion of unqualified teachers (up to 80% in secondary education), a lack of teaching materials, and inadequate physical facilities. 3.02 The Ministry of Education (Chart I) has responsibility for policy formulation and the control and supervision of public primary and secondary schools and teacher training institutions. The Ministry also has control. over the curricula and examinations of private schools. Most of the non- formal education and training activities are under the control of other ministries or autonomous institutions. 3.03 There is a pressing need to improve educational administration, which suffers from overcentralization and lack of proper management proce- dures such as duplication of services in different departments, lack of per- sonnel policy and inadequate financial control. Coordination between the  -4- Ministry of Education and the other agencies dealing with education and train- ing is likewise inadequate, leading to a duplication of programs and increased costs. 3.04 The formal and non-formal system of education and training in Xonduras (Chart II) is described in detail in the Appendix and is summarized below. The Formal System 3.05 The formal education system consists of pre-primary and six years of primary education; three years of lower secondary, followed by two or three yeats of upper secondary education with courses in the humanities, sciences and technical subjects; and post-secondary courses varying in length from two to seven years. Primary Education 3.06 Primary education is inefficient. Enrollment (Annex 2 and Chart III) represents 81% of the relevant age group, but wastage is high. Only a small portion of students entering the system finish primary education; the percentages vary from 36% in urban areas to a low 8% in rural areas. This situation is due to the rigid examination system, irrelevant curriculum, nonenforcement of the attendance law, and in the rural areas a large num- ber of schools offering fewer than six grades because of the dispersed pop- ulation and lack of teachers trained in multigrade teaching, thus prevent- ing the rural children from continuing their education. The wastage in primary education is evidenced by the fact that the Government has been spending more than US$ 4 million per year (25X of recurrent expenditure for this level) in providing schooling for about 100,000 children who would not reach grade four, the minimum school attendance which UNESCO est:imates as necessary to attain literacy. Secondary Education 3.07 A prominent feature of secondary education in Honduras is the dom- inance of the private sector, with 74% of the total enrollment of 51,000. However, a school-building program assisted by USAID is under way that should increase educational opportunities in the public schools for students who can- not afford to pay a fee. Because of the lack of qualified teachers, which is the main weakness of the education system, implementation of the revised cur- riculum for secondary education is encountering difficulties. 3.08 Forty-seven secondary schools offer courses for training primary school teachers. But these schools have neither the proper teaching facil- ities nor teachers qualified in pedagogical subjects. Furthermore, total enrollment has increased while each course has remained small, uneconomical and difficult to supervise, with the result that too many low-quality teachers are being graduated. There is urgent need to improve the quality and reduce costs by consolidating the courses. In the rural primary schools, where the need for better trained teachers to assume also community leadership roles is  -5- greatest, there are no opportunities for supervised practice teaching, in con- trast to the availability of urban schools for this purpose, and the program does not allow for the much broader training required for primary teachers. 3.09 Technical and vocational education (Annex 3) is inefficienit, except in one school receiving technical assistance from the Federal Republic of Germany. The training programs are outdated, inflexible and in need of re- vision to meet the requirements of industry for skilled manpower. Cost per student is high and those who enter industry require further extensive on- the-job instruction. 3.10 About 42% of secondary enrollment is in the commercial stream (Annex 2), with output more than adequate to meet demand. The quality is poor, however, due mainly to the lack of qualified teachers. There are no training facilities to correct this situation. 3.11 Agricultural education is also poor. Graduates do not meet the basic qualitative requirements for employment by either the Government or the private sector, and quantitatively the output is far from adequate. The country's re- quirements for middle level agricultural manpower can be met only by revising the curriculum, strengthening the teaching staff, and improving and expanding the physical infrastructure of the only agricultural institution offering training at the secondary level. Higher Education 3.12 In addition to the National University, there are a number of higher level institutions specializing in forestry, agriculture, social services and teacher training (Appendix, paras. 18-22). Of these institutions, the Sec- ondary Teacher Training College, which comes under the Ministry of Education, is badly in need of new physical facilities to enable it to implement the ex- panded teacher training program for meeting the demand created by the improve- ment and expansion of secondary education. Moreover, the curriculum needs to be revised to improve the quality of the graduates and to train them to teach several related subjects. The Government has already obtained technical as- sistance from the UNDP to review the curriculum, reorganize the college, and establish new areas of teacher training such as commerce and the industrial arts. Non-Formal Education and Training 3.13 Training programs for artisans, skilled workers, supervisors and managers have been organized, but are on such a small scale that they have little impact on the economy. In the rural areas, programs are under way to motivate and organize peasant groups for cooperatives and to train leaders and managers for the implementation of the Agrarian Reform Law. Only about 80 farmers per year are being trained in these programs. There are also training courses for agricultural extension agents and for farmers; these courses are being given by only one center, established in Comayagua by the  -6- Rural Development Office of the Ministry of Natural Resources. The center's output averages 280 per year. Its training effort is handicapped by inade- quate physical facilities and insufficient funds for operation. Action is needed to correct this situation and to expand the program. 3.14 To improve the quality of the work force and provide new training opportunities for adults and out-of-school youths, the Instituto Nacional de Formacion Profesional (INFOP) was created in December 1972. It is preparing a program to satisfy the large training needs of the country's expanding in- dustrial areas and to increase worker productivity. INFOP is an autonomous agency governed by a board of directors representing the Goverment, private enterprises and trade unions and is financed by a 0.5% levy on public wages and a 1% levy on wages paid by autonomous institutions (except the National University) and private enterprises employing five or more workers or having capital assets of US$ 10,000 or more. Although difficulties in collecting these levies are foreseen, it is expected that the recurrent expenses of the training programs will be met. Extensive technical and financial assistance is required, however, to expand and accelerate implementation of a program suited to regional needs. IV. EDUCATION FINANCE 4.01 During 1967-72, public expenditure for education increased at a rate higher than the total public expenditure and at more than twice the rate of GDP growth. As a result, this expenditure now absorbs about 21% of the total public expenditure and 3.5% of GDP (Annex 4). Nevertheless, these figures are average for the Latin America and Caribbean region. On per capita basis, although public expenditure for education rose substantially from US$ 6.6 in 1967 to US$ 10.5 in 1972, it is still low when compared with similar expenditures in other Central American and Caribbean countries. 4.02 The Central Government, through the Ministry of Education, has the major responsibility for financing public education. The local governments, as a legal obligation, help finance some primary school construction and main- tenance. Most primary education is free. At the secondary level (para. 3.07), private school fees are relatively high, at US$12-20 per month plus a US$8 annual registration fee, which restricts access to secondary education. The Ministry of Education also provides private schools with subsidies, which account for about 17% of central government recurrent expenditure for sec- ondary education. The National University is autonomous and entitled by law to receive 2% of the national budget; this is supplemented by grants, fees and additional government subsidies. 4.03 Recently, the Government has given greater emphasis to investment in educational facilities and equipment. The Ministry of Education's share of central government investment grew from 4.5% to 14% during the 1967-1973 period. About 54% of a total educational investment of US$ 18.2 million was financed from domestic sources, and the remaining 46% from abroad (Annex 5). From 1960 to 1969 a primary school construction program, assisted by CARE,  - 7 - constituted the Central Government's major investment in the sector. Since then, most capital expenditure has been directed to the construction of sec- ondary schools, with USAID assistance (US$ 7.0 million Loan), and to a new National University campus, with IDB financial support (US$ 2.8 million Loan). Investments in vocational/technical education and teacher training were lim- ited because of the low priority given until recently by the Government. 4.04 During 1967-72 recurrent expenditure for education increased at an average annual rate of 12% (Annex 6). A major factor contributing to the rapid growth was a 1968 law which increased teacher salaries 15% for every five years of service and established a future increase of 15% every five years. Teachers' salaries are by far the most important component of education expenditure in Honduras; they account for about 97% of recurrent expenditure in primary schools, 93% in secondary general schools, and 73% in secondary technical schools. This leaves an inadequate proportion of expenditures for educational materials and supplies. Teachers at secondary and higher institu- tions receive remuneration which compares favorably with other sectors of the economy; however, primary school teachers receive comparatively low salaries. Unit recurrent costs (basic data) are reasonable except for secondary techni- cal education, where they are unusually high by comparison with Latin Ameri- can countries of similar income level; this is due mainly to low student/teacher ratios and the high teacher salaries. V. EDUCATION DEVELOPMENT STRATEGY 5.01 The Government's strategy for development of the education and training system aims to meet the priority needs of the system and of the productive sectors of the economy. The strategy has three basic elements: (i) Correction of imbalances through the provision of increased educational opportunities in (a) rural areas and (b) public secondary schools; (ii) Improvement in the quality and efficiency of the system; (iii) Reform of formal technical education and expansion of non-formal vocational training to meet manpower needs. The Government recognizes that in order to implement this strategy the admin- istrative/management procedures of the Ministry of Education will have to be improved. It is proposed to regionalize the administration of education, giv- ing the regions responsibility for management and school supervision; however, policy-making control would remain centralized in the Ministry. Under the proposed project, the Government would be provided with specialist services to assist with the preparation and implementation of the proposed administra- tive reform. UNDP/UNESCO is assisting the Government in strengthening educa- tional planning.  -8- Correction of Imbalances 5.02 At the primary education level, the Government is carrying out a program of school construction aimed at raising the enrollment ratio to 93% of the relevant age group by 1980. Construction is concentrated on provid- ing an additional 5,000 classrooms (200,000 student places) for presently incomplete primary schools and new schools in the rural areas. CARE is pro- viding financial assistance for implementation of this program. School map- ping is being undertaken to assist in the proper selection of localities for the schools as well as in determining the size of the facilities to be con- structed. 5.03 In secondary education, the Government plans to increase enrollments by 11% a year, so as to reach 25% of the relevant age group by 1980. Under the expanded program entrants to secondary education would increase from 17,000 in 1972 to 24,000 in 1980; this, however, represents a reduction in the proportion of primary school graduates to secondary school entrants from 71% to 60% over the same period of time. About 20,000 new student places will be provided with USAID assistance, increasing the public sector share of enrollments to 46% by that year. Since the allocation of these places by type of education has not been completed yet, in order to avoid worsening further manpower imbalances (para 2.05), it will be necessary to develop criteria for the division of the student places by streams of training according to the economy's priority needs. This was discussed during negotia- tions, and agreement was reached that the Government, within the second year after the date of the Loan/Credit Agreements and every year thereafter, would review and send to the Bank for its comments the enrollment plans and targets at the primary and secondary education levels in order to ensure that such plans and targets are within the Government's financial capacity and that the objectives of improvement in the quality and efficiency of education at these levels are achieved. Improvement in the Quality and Efficiency of the System 5.04 In order to reduce the high dropout rates (para 3.06), the Govern- ment intends to restructure the education system at the primary and secondary levels in modules of three years, with automatic promotion within each module. 5.05 In the rural areas, where the school population is dispersed, at- tention would be focused on providing the full six grades of primary educa- tion and promoting community activities. To implement this new approach, the Government plans to reorganize and improve the training of primary school teachers. The 47 courses in secondary schools would be terminated and con- solidated into four economically viable institutions located in the western, central and eastern regions of the country and in Tegucigalpa. The teacher training curriculum is being revised and aims to introduce a better balanced program of general and professional subjects. All trainee teachers would be trained in the techniques and skillp related to multigrade teaching and community work, and would gain practical experience teaching under supervisors in a rural school. The Government has selected twelve small communities where rural application primary schools would be established under the control of  - 9 - the teacher training institutions. These twelve schools would provide opportunities for the trainees to gain relevant teaching experience and training in community leadership. The proposed project would assist the Government in carrying out the consolidation of the teacher training courses and in implementing this new program. 5.06 In secondary education, the Government proposes to meet the quali- tative and quantitative teacher deficiencies by improving and broadening the teacher training program. These objectives cannot be accomplished in the physically inadequate Secondary Teacher Training College (para. 3.12). Un- suitable buildings would be replaced and adequate workshops and laboratories provided. The training program of the college would be revised to include modern educational techniques and new training areas in industrial arts, home economics, commerce, and physical education. Supervised student teaching would be carried out in an application secondary school to be constructed. The Bank/ IDA project would assist in the construction of all these new facilities, while the UNDP technical assistance already obtained would assist the Government in the curriculum revision. During negotiations the Government agreed to annually review and send to the Bank for its comments the number of new trainees to be admitted to the primary and secondary teacher training programs, taking into consideration the number of unqualified teachers in service and the response of unemployed teachers to the special upgrading programs, to fulfill the Government's objectives of meeting additional teacher requirements amld quality improvement of the teaching force in the most efficient manner. Reform and Expansion of Technical Education and Non-Formal Training 5.07 A reform of formal technical education is being considered. The main features consist of rationalizing the training courses for skilled workers, organizing industrial arts and home economics in the lower sec- ondary cycle, and improving the technician courses. The Government has approached the IDB with the objective of obtaining financial and techni- cal assistance for the implementation of this reform. 5.08 In order to train new labor force entrants and upgrade others, INFOP plans to establish vocational training centers at Tegucigalpa, San Pedro Sula and La Ceiba, and to operate mobile units in rural areas not served by the fixed centers. Incorporated in the Tegucigalpa Vocational Training Center would be an Industrial Training Development Center, to be responsible for all technical studies, program planning and supervision throughout the country. Courses in apprentice training, accelerated train- ing for adults, and upgrading training for employed workers would be pro- vided in the mechanical, electrical and building trades. In addition, em- phasis would be placed on in-plant training and on helping employers to organize their own training programs. In coordination with the Ministry of Education, special programs of training would be arranged for graduates of the technical schools to prepare them for industrial employment. The proposed project would assist the Government in constructing and equipping  - 10 - the first two vocational training centers and the proposed industrial train- ing development center. Construction of the third vocational training cen- ter and acquisition of mobile units would be financed by savings accruing from INFOP's revenue and would form part of a subsequent development. 5.09 The training of middle level agricultural manpower would be expanded to assist in the implementation of the Government's strategy in agricultural diversification and improve agricultural productivity (paras. 2.03, 2.06). The facilities of tA1e agricultural secondary school in Catacamas would be expanded and remodeled. The Government also plans to reorganize the training programs to include a larger proportion of agricultural subjects. Also, the administra- tion of the school would be transferred to a proposed Directorate of Agricul- tural Education and Training within the Ministry of Natural Resources. The Bank/IDA project would assist the Government in imolementing the improvement and expansion of agricultural technician training. 5.10 In the rural areas, the Government plans to strengthen the agri- cultural training program for improving living conditions, diversifying agri- culture, increasing productivity, and achieving better income distribution. To attain these objectives, the Government plans to establish three new agri- cultural training centers. These centers, which would be assisted under the proposed project, would be experimental in nature and their impact on the com- munities would be evaluated prior to their possible large-scale duplication elsewhere in the country. Financial Implications of the Strategv 5.11 Implementation of the education and training development strategy would require a capital contribution by the Government of about US$ 3 million a year up to 1980. Although it represents a substantial relative increase over present capital allocations to the sector amounting to US$ 2 million a year, it is attainable because of the high priority given by the Govern- ment. External assistance already committed together with the proposed Loan/ Credit would provide annually an additional US$ 3 million in the 1973-80 period. 5.12 With regard to recurrent expenditure, the strategy's implementation would require an increase at an annual rate of 12% (at current prices), which is similar to the growth rate during the past five years. Included are esti- mates of recurrent costs of all the proposed project institutions, the re- current costs attributed to the investment programs undertaken with CARE and USAID assistance, and the recurrent expenditure of the National University, which are expected to increase by about 16% a year because of the recent completion of its exDansion program. 5.13 Thus, the implementation of the government education program would require public education expenditure to grow by about 13% annually by 1980, increasing from 3.5% to 5.0% of GDP and from 21% to 23% of the public budget (Annex 4). In order to meet this resource demand by the education sector, as well as of other priority development programs of other sectors, new tax mea- sures would have to be instituted by the public sector. However, the proposed project can be implemented in the absence of such measures, since the Govern- ment will have adequate financial capacity to meet its share of the construc- tion costs of the new facilities and the limited additional recurrent expendi- tures resulting therefrom.  - 11 - VI. THE PROJECT General 6.01 The project would support and strengthen the most critical areas of the Government's development strategy for education and training in Honduras by improving the quality and relevance of primary teacher training, improving the quality of and expanding secondary teacher training, and providing new op- portunities for vocational training and for agricultural education and train- ing. The project would have two main components, sulmarized below and described in subsequent paragraphs. (a) Construction, furnishing and equipping of the following institutions: Total New New Type of Education/Training Level Student Boarding and Institution No. (Grades) Places Places Enrollment (i) Primary Teacher Training Regional Primary Teacher _1 Training Schools 4' 10-12 1,450 560 2,000 Rural Application Primary Schools 12 1-6 960 72L2 960 (ii) Secondary Teacher Training Secondary Teacher Training College 1 13-16 800 - 1,600 Application Secondary School 1 7-12 420 - 840 (iii)-Vocational Training '3 Vocational Training Centers 2 - 510 - 8,490- Industrial Training Development Center 1 - - - - (iv) Agricultural Education & Training Agricultural Secondary School 1/4 10-12 190 100 240 Agricultural Training Centers 3 - 150 150 2,000 21 4,480 864 16,130 /1 Two new and two extensions. 7W Residential facilities for about 48 visiting trainees and 24 resident teachers. /3 Duration of course variable from two weeks. T? Extension.  - 12 - (b) Related technical assistance in the form of 23.5 man-years of expert services, and 46 man-years of fellowsbips for Honduran educational staff. P inary Teacher Training 6.02 This project item consists of the construction and equipping of: (a) Regional Primary Teacher Training Schools One new coeducational primary teacher training school of 500 student places, including boarding accommodation for 300 women, at La Esperanza in the western region; one new coeducational primary teacher training school of 500 student places at Tegucigalpa, the expansion of a teacher training school for men at Comayagua in the central region, and one for women at Danli in the eastern region, by a total of 450 student places and 260 boarding places. (b) Rural Application Primary Schools A total of twelve rural application primary schools; three such schools, each with a capacity of 80 students, would serve a regional teacher training school. 6.03 Regional Primary Teacher Training Schools: The total enrollment capacity of the four institutions would be 2,000 and boarding facilities would be provided in three of the schools for students coming from outlying parts of the regions. The teacher training schools could graduate about 600 new teachers annually from the regular three-year program. However, the larger average annual teacher demands would have to be met by a flexible policy of recruitment and short term upgrading of unemployed teachers. During negotiations the Government provided assurances that the proportion of new trainees to be admitted in the training program each year would be determined in conjunction with the concurrent evaluation of the response of unemployed teachers to the Government's special upgrading programs and that adequate incentives would be provided to attract previously qualified teachers to the teaching profession. To implement the new curriculum oriented toward community leadership and rural development, specialized facilities would be constructed at all four regional teacher training schools. Trainees would take elective courses of up to six mDnths' duration in pre-primary education, adult education, agriculture, industrial arts, home economics, nutrition, health, and organization of cooperatives. Facilities would also be provided for the systematic upgrading of unqualified teachers. 6.04 The new curriculum has been revised by the Special Commission for Education Reform; it is satisfactory and should fulfil the Government's educational objectives. All trainee teachers would spend several weeks in  - 13 - rural communities, where they would gain practical experience in the techniques and skills related to multigrade teaching and community development. For this purpose, twelve application primary schools would be established in selected rural communities (para 5.05). 6.05 The teaching staff for the four regional teacher training schools would be selected from staff of existing institutions and upgraded. To en- sure that this upgrading would be accomplished by the completion of construc- tion of the schools, the Government provided assurances during negotiations that it will commence the program of in-service training for the teaching staff by December 1974. Technical assistance would be required to ensure ef-- ficient implementation of the reform measures and the upgrading of staff. The project would provide six man-years of expert services for this purpose and six man-years of fellowships for training local counterparts (Annex 7). 6.06 Rural Application Primary Schools: The project would also provide for the construction, furnishing and equipping of a total of twelve six-grade, two-classroom rural application primary schools providing a total of 960 student places. Residential facilities adequate to house about four visit- ing trainees at one time from the primary teacher training schools and also for the resident teachers would be provided. Local community participation in kind or labor will be sought for the construction of these schools. 6.07 The schools would be located in rural areas where the population is about 500 or more and there are at present no education facilities. The schools would contain only two classrooms because this is the most represen- tative size of such schools existing or expected to be built in rural areas. Suitable sites have been chosen to facilitate communication and allow close supervision by the regional teacher training schools. Three six-grade two- classroom rural application primary schools, each with a capacity of 80 stu- dents, would serve a regional teacher training school. Secondary Teacher Training 6.08 This project item consists of the construction, furnishing and equipping of: (i) new facilities for the secondary teacher training college at Tegucigalpa for 800 student places to replace the buildings of the existing college; (ii) one new application secondary school providing a total of 420 student places. 6.09 Secondary Teacher Training College: The new facilities to be con- structed in Tegucigalpa will replace the existing college, which is totally inadequate and unsuitable for expansion or remodeling (para. 5.06). When the new college is in full operation, total enrollment is expected to be about 1,600, using the facilities ten hours daily, and the output about 350 teachers  - 14 - per year. This would satisfy both the demand created by the ongoing secondary education expansion program financed by USAID and normal replacement needs. The college would provide pre-service training courses of four years' duration, in-service courses of varying duration, and short courses to train university graduates for entry into teaching. Experts provided under a UNDP technical assistance program would help the Ministry of Education reorganize the college and revise the curriculum, so as to produce broader based graduates with competence to teach several related subjects. Upgrading of the college's present staff would be carried out under the UNDP program, which also includes fellowships for studies abroad (Annex 7). The proposed implementation for this technical assistance was discussed during negotiations and was found satisfactory. 6.10 Application Secondary School: This project item consists of the construction and equipping of a new application secondary school of 420 stud- ent places. The school would be located near the Secondary Teacher Training College, would serve a catchment area with a population of about 10,000 and would operate on a two-shift basis. It would provide facilities for testing new teaching techniques, new methods of school administration, organization, and scheduling. Vocational Training 6.11 The project would provide for constructing, furnishing and equip- ping two vocational training centers, one in Tegucigalpa (240 places) and the other in San Pedro Sula (270 places), and an Industrial Training Devel- opment Center that would be incorporated in the Tegucigalpa center. 6.12 The proposed facilities would reinforce the recently established INFOP, enabling it to accelerate the introduction of a wide range of train- ing programs (paras 3.14 and 5.08). Facilities would be built and equipped for training in the fields of repair mechanics, auto mechanics, electrical installation, welding, plumbing, bricklaying, masonry, carpentry, air-con- ditioning and refrigeration. 6.13 With a two-shift system, the annual output of the two vocational training centers would be as follows: Upgrading Accelerated Apprentice Training Adult Training Training Tegucigalpa VTC 3,240 450 60 San Pedro Sula VTC 3,960 720 - TOTAL 7,200 1,170 60 An additional 2,000 - 3,000 workers would be trained on the job through in- plant programs (para. 5.09). The Industrial Training Development Center would help the management of enterprises identify their training needs and plan and implement the in-plant programs.  - 15 - 6.14 Vocational training would be organized at any level required to satisfy demand and would be based on occupational analyses. Flexibility would be ensured through the use of short, self-contained training modules. Upgrading training of employed workers would be organized in modules of up to 50 hours' duration (two weeks). Workers could subsequently return to the centers for further upgrading, as needed. Accelerated training courses would be offered for unemployed adults and dropouts from the education sys- tem (minimum age 18) who wish to train for specific jobs within a narrow field of specialization. The courses would generally be of five or six months' duration and arranged in modules so that a worker could broaden his field of specialization by taking a series of related modules at sub- sequent dates throughout his lifetime. Stipends would be paid by INFOP to trainees while undergoing training. The training of apprentices would also be organized in courses lasting up to three years. The first year would be spent full time at the training center, followed by a six-month period of supervised on-the-job training and work experience in an enterprise. A rod- ule of specialized vocational training at the center would finalize formal training, and the last year would consist of supervised on-the-job training and experience in emDloyment. For entry to an apprenticeship, INFOP would require the equivalent of a primary school education and a minimum age of 15. 6.15 Training for recognized skilled occupations would be up to estab- lished standards, skill levels would be tested, and certificates awarded. The training programs would be subject to periodic revision. Short, sup- plementary courses would be arranged for graduates of the technical schools to prepare them for employment. Assurances were obtained during negotiations that these courses will be undertaken in coordination with the Ministry of Education. Also, the Government has given assurances that occupational analyses will be the basis of the curricula, to be implemented through the use of short, self-contained training modules, and that a placemenit and follow-up service for trainees will be established. 6.16 Some 70 full-time trade instructors and 30 training officers (job analysts, programmers, standards and trade testers, supervisor trainers) would be engaged to implement the programs. To overcome the lack of qualified per- sonnel in the country and give impetus to the development of INFOP's training program, a group of 40 Hondurans would be selected and sent abroad for train- ing under a fellowship scheme within the project. In addition, four experts would be required to assist in INFOP's initial planning and organization and the implementation of its programs. A total of 30 man-years of fellowships and 8.5 man-years of expert services would be required for this purpose. Some interest has been expressed by bilateral agencies to meet the technical assistance requirements; but because no commitments have yet been made, funds for the required technical assistance have been included in the project cost. However, if the Government should obtain technical assistance from other sources, the corresponding amount would be reallocated.  - 16 - Agricultural Education and Training 6.17 Agricultural Secondary School: This project item consists of the construction of new facilities to expand and/or replace deteriorated build- ings and equipment for the agricultural secondary school at Catacamas (para 5.09). Tie school's capacity would be increased from 100 to 240 resident students, with an annual output of 70 middle level technicians, which would meet the established demand (para 2.06). The school would be completely re- organized under the proposed Directorate of Agricultural Education and Train- ing within the Ministry of Natural Resources, and a management board repre- senting institutions of the agriculture and education sectors would be es- tablished. 6.18 The reorganization would comprise the following essential actions: (i) transfer all unqualified teachers to other posts and appoint qualified teachers, or at least higher-level agricultural technicians for the agricul- tural subjects, and a university graduate as Director; (ii) establish adequate procedures for selecting student candidates; (iii) improve the curriculum by consolidating the present numerous courses, to include 75% agricultural and 25% general education subjects; and (iv) increase the school budget progres- sively so as to meet the recurrent expenditure incurred by the reorganization. The Government gave assurances during negotiations that by December 1974 it will undertake, in consultation with the Bank/IDA, the reorganization of the agricultural secondary school of Catacamas. 6.19 Implementation of the school's development program requires tech- nical assistance, in the form of six man-years of expert services and 10 man-years of fellowships for training of teaching staff. It would be fi- nanced under the project. 6.20 Agricultural Training Centers: The project would provide for the construction, furnishing and equipping of three new agricultural training centers under the control of the Ministry of Natural Resources. One center would be located at Catacamas on the National School of Agriculture's farm, where a field station would also be established, with IDB assistance. The other two centers would be located at La Lujosa and La Esperanza, where ex- tension agencies and agricultural field stations are being developed under an IDB project. 6.21 Each center, with a capacity of 50 places, would offer courses to farmers in improved farming methods, organization of cooperatives, use of agricultural inputs and credit, and improved marketing systems (para. 5.10). There would also be courses for (a) homemakers in home economics (nutrition, health and child care); (b) youth in rural development activities; and (c) extension staff. The courses for farmers and homemakers would be of one week's duration and each trainee would attend three courses a year. The courses for young farmers and extension staff would be of two to three weeks' duration during the summer of each year. A total of about 2,000 persons would be trained each year.  - 17 - 6.22 The teaching staff would be provided mainly by the agricultural extension service, which would also select the trainees, transport them to the centers and establish a follow-up system to evaluate the results of the training. Each center would be administered by a full-time director ap?ointed by the proposed Directorate General of Agricultural Education and Training, under the Ministry of Natural Resources. * Technical Assistance 6.23 In addition to the technical assistance to be provided for the im- plementation of the above project items, three man-years of services would also be provided under the project, as follows: (a) Two man-years of specialist services to assist the Ministry of Education in carrying out the proposals for improving and decentralizing the administration of education in Honduras (para. 5.01); (b) One man-year of architectural consultant services to strengthen the project unit (para. 7.02). All of the technical experts to be financed by the proposed Loan/Credit wou'ld be acceptable to the Bank and would be supported by the appointment of com- petent counterpart staff. The phasing of all technical assistance was agreed with the Government during negotiations. Evaluation of the Project 6.24 To enable the Government and the Bank/IDA to assess the success of the project in attaining its objectives, the Government gave assurances during negotiations that it will establish a tracer system to be used in carry- ing out a systematic follow-up study of student dropout, graduation and sub- sequent employment, with or without further education or training, of those who have attended the Droject institutions. Cost of the Project 6.25 The estimated cost of the project, net of taxes, and the foreign ex- change components of the various project elements (Annex 8), is summarized on the next page.  - 18 - Lempiras (millions) US Dollars (millions) % of Total Proj ect Local Foreign Total Local Foreign Total Cost Primary Teacher Training a) Regional Primary Teacher Training Schools (4) 2.37 2.18 4.55 1.19 1.09 2.28 26.3 b) Rural Application Primary Schools (12) 0.12 0.09 0.21 0.06 0.05 0.11 1.2 Secondary Teacher Training a) Secondary Teacher Training College 0.91 0.93 1.84 0.46 0.46 0.92 10.7 b) Application Secondary School 0.33 0.34 0.67 0.16 0.17 0.33 3.9 Vocational Training a) Vocational Training Centers (2) 0.90 1.45 2.35 0.45 0.72 1.17 13.5 b) Industrial Training Development Center 0.10 0.22 0.32 0.05 0.11 0.16 1.8 Agricultural Ed. & Training a) Agricultural Secondary School 0.45 0.54 0.99 0.22 0.27 0.49 5.7 b) Agricultural Training Centers (3) 0.40 0.45 0.85 0.20 0.23 0.43 4.9 Technical Assistance and Fellowships 0.14 1.80 1.94 0.07 0.90 0.97 11.2 Project Unit - 0.04 0.04 - 0.02 0.02 0.2 Sub-Total 5.72 8.04 13.76 2.86 4.02 6.88 79.4 Contingencies: Physical 0.56 0.62 1.18 0.28 0.31 0.59 6.8 Price 1.06 1.32 2.38 0.53 0.66 1.19 13.8 Total Project Cost, Including Con- tingencies 7.34 9.98 17.32 3.67 4.99 8.66 100.0 _ - - --_-  - 19 6.26 The estimated cost of the project by type of expenditure is as follows: Lempiras (millions) US Dollars (millions) % of Total Project Local Foreign Total Local Foreign Total Cost 1. Construction Academic and Communal 3.26 2.24 5.50 1.63 1.12 2.75 31.8 Boarding 0.60 0.39 0.99 0.29 0.20 0.49 5.7 Staff Housing 0.19 0.12 0.31 0.10 0.06 0.16 1.8 Site Development 0.57 0.38 0.95 0.29 0.19 0.48 5.5 Professional Services 0.53 0.10 0.63 0.26 0.05 0.31 3.6 Sub-Total 5.15 3.23 8.38 2.57 1.62 4.19 48.4 2. Furniture 0.34 0.62 0.96 0.17 0.31 0.48 5.5 3. Equipment 0.10 2.38 2.48 0.05 1.i9 1.24 14.3 4. Technical Assistance 0.14 1.80 1.94 0.07 0.90 0.97 11.2 and Fellowships 5. Contingencies 1.62 1.94 3.56 0.81 0.97 1.78 20.6 Total 7.34 9.98 17.32 3.67 4.99 8.66 100.0 ZMENNE= =~ =0 = = 6.27 The construction cost estimates have been derived from recent school building costs in Honduras and adjusted to accommodate improvements in design and construction. The estimated average unit costs of the new facilities included in the project are reasonable; they reflect a high utilization of accommodation and austere standards of construction, furnishing and equipment but are consistent with functional requirements (Annex 9). A local cost adjustment of 10% to 25% has been included for schools outside the Tegucigalpa area to allow for transportation costs of materials and for hiring skilled labor from major cities. Site development costs vary from 7% to 26% of the building costs, depending on conditions at each site and additional outdoor sports facilities. 6.28 Furniture and equipment cost estimates are based on early 1973 prices. Detailed lists are being prepared by local specialists and will be ready by the time the architectural master plans are prepared. The contingency allowances included in the project cost consist of (a) unforeseen factors - 10% of esti- mated costs of civil works, professional services, furniture and equipment; and (b) price escalation, varying from 6% to 8% per year for the various cost categories, as shown in Annex 10. All contingencies amount to US$1.8 million  - 20 - -)f the total estimated cost of US$8.66 million, or 26% of the total cost be- fore contingencies. Foreign Exchange Component 6.29 The foreign exchange component of the project would be about US$5.0 million equivalent, representing about 58% of the total project cost. This component has been estimated as follows: (i) civil works, 40%; (ii) furni- ture, 65%; (iii) equipment, 95%; (iv) services of consultant architects, 15%; (v) technical assistance, 90%; and (vi) fellowships, 100%. Project Recurrent Costs (Annex 11) 6.30 Full use of all the project facilities would be attained by 1980. The net increase of recurrent expenditures would amount to US$1.6 million. However, the total recurrent expenditures of their operation would be US$2.9 million, amounting to 4.6% of education recurrent expenditure that year, and they would be distributed as follows: (a) Ministry of Education - US$1.3 million, but only a US$0.2 million net increase over the 1972 budget because of pro- jected savings of US$170,000 due to the consolidation of the primary teacher training program (paras 5.05, 6.02- 6.05). (b) Ministry of Natural Resources - US$0.4 million, showing an increase over the 1972 budget of US$0.2 million. (c) INFOP - US$1.2 million, to be fully financed by the existing levy on salaries and wages (para 3.14). The net increase in recurrent expenditures is feasible (para 5.13). The Government provided assurances during negotiations that it will make specific annual budgetary provisions for the operation of the project institutions, as required. VII. DIMPLEMENTATION Administration 7.01 A project unit would be established under the Higher Economic Plan- ning Council (CONSUPLAN) and would be responsible for (i) overall administra- tion of project implementation and (ii) liaison with other Ministries and parties involved in the project and with the Bank/IDA. The project unit would include a project director and an architect or engineer experienced in school construction, both full-time. They would be assisted by a part-time procure- ment specialist and a part-time accountant. All would be selected in con- sultation with the Bank. The project unit would be provided with adequate  - 21 facilities and supporting staff to enable it to function effectively. The project director would report to the Executive Secretary of CONSUPLAN but would be empowered to make all day-to-day decisions relating to the operation of the unit, including staff management coordination of technical assistance specialists, and procurement of supplies and services. He would have access to all relevant Ministers when required. 7.02 The Ministries of Education and of Natural Resources artd INFOP each would appoint a high level officer responsible for the technical aspects of the implementation of the project component related to its Ministry/Agency and for liaison with the project unit. Included in the project cost are one man/year of specialist services of an architect for the project unit and a sum of US$20,000 for procurement of a vehicle, office equipment and furniture to be used by the project unit. The establishment of the project unit and the appointment of the project director and the architect (or engineer), would be a condition for the effectiveness of the proposed Loan/Credit. During negotiations the Government gave assurances that within three months from the date of effectiveness of the Loan/Credit Agreement, it will appoint the procurement officer, the accountant and the liaison officers of the Ministry of Education, Natural Resources and INFOP. Professional Services 7.03 Architectural design for the Ministry of Education project items would be assigned to an existing group of architects and engineers within the Ministry. This design group would work on a full-time basis. Archi- tectural design for the INFOP and Ministry of Natural Resources project items would be assigned to consultant architects or to the Ministry of Education's design group, provided that the latter is strengthened by the appointment of additional staff, as required. Technical assistance spe- cialists financed under the project would assist the design groups. The consultants selected for architectural design and for field supervision would be acceptable to the Bank/IDA. Sites 7.04 Sites have been selected and found acceptable for all new institu- tions and extensions included in the project, with the exception of the Tegucigalpa teacher training school, three application primary schools and two INFOP training centers. For these institutions suitable sites, accept- able to the Bank/IDA, would be selected and acquired with sufficient lead- time to avoid delays in construction. Assurances to this effect were obtained from the Government during negotiations. Procurement 7.05 All contracts for the procurement of furniture and equipment and for construction would be awarded on the basis of international competitive bidding in accordance with the Bank/IDA Guidelines for Procurement. However,  - 22 - .onstruction work for the twelve rural primary application schools, .se of the dispersed location and small size, will be only locally advertised. Local furniture and equipment manufacturers would be allowed a . tial margin of 15% of the c.i.f. costs of competing imports or the cur-.:)Itly applicable import duty, whichever is lower. Items that cannot be grouped in packages of at least US$5,000 would be procured in accordance with the Borrr.. -regular procurement procedures and would not in the aggregate exceed tt;e equivalent of US$170,000 (corresponding to 10% of total costs of equipie-nt and furniture). Disbu;sement 7.06 The proposed Loan/Credit would be disbursed to finance US$6.0 mil- lion equivalent, or 69% of the total estimated project costs of US$8.66 mil- lion. This would cover the estimated US$5.0 million foreign exchange compo- nent plus 27% of the local project costs estimated at US$3.7 million. The Loan/Credit would be disbursed to meet: (a) 100% of foreign expenditures on imported furniture and equipment or 100% of ex-factory price; (b) 100% of the foreign expenditures on technical assistance specialists and 100% of total expenditures on fellowships; (c) 52% of the total costs of construction, site development and professional services. 7.07 The construction and equipping of schools would be completed in about three and a half years (Annex 12). The schedule of disbursements is shown in Annex 13. Undisbursed funds would be cancelled unless the Bank agrees to use them to finance other expenses related to the project. A condition of disbursement for the project items to be implemented by INFOP would be the completion by the Government of all necessary contractual arrangements with LNFOP providing for the latter's participation in the project. VIII. AGREEMENTS REACHED AND RECOMMENDATION 8.01 During Loan/Credit negotiations, agreement was reached on the following principal points: (i.) information to be supplied to the Bank/IDA regarding enrollment plans and targets at primary and secondary levels and at teacher training schools (paras 5.03 and 6,03)3  - 23 - (ii) in-service training for staff of primary teacher training schools (para 6.05); (iii) implementation of an agreement between the Government and INFOP to ensure the carrying out by INFOP of its commitments within the project (paras 6.14, 6.15); (iv) reorganization of the agricultural secondary school at Catacamas (para 6.18); (r) phasing and conditions for implementation of the technical assistance component (para 6.23); (vi) establishment of a tracer system for project institu- tions (para 6.24); (vii) annual budgetary provisions for the operation of project institutions (para 6.30); and (viii) acquisition of sites for project institutions (para 7.04). 8.02 A condition for the effectiveness of the proposed Loan/Credit would be the establishment of the project unit and the appointment of the project director and the architect (or engineer), both acceptable to the Bank/IDA (para 7.01). 8.03 A condition of disbursement for the project items to be implemented by INFOP would be the completion by the Government of all necessary contractual arrangements with INFOP providing for the latter's participation in the proj- ect (para. 7.07). 8.04 The proposed project constitutes a suitable basis for blend financ- ing of an IDA Credit of US$3.0 million equivalent on standard terms and a Bank Loan of US$3.0 million equivalent to Honduras for a period of 30 years including a grace period of 10 years. December 7, 1973   APPENDIX Page 1 HONDURAS EDUCATION AND TRAINING General 1. The Ministry of Education is responsible for administering formal primary and secondary education and training in Honduras. It also controls some types of literacy programs, but the majority of non-formal education and training activities is carried on by various private enterprises, autonomous institutions and the Ministries of Labor and Natural Resources. Higher educa- tion is in the hands of the Autonomous National University and one private and three public non-autonomous institutions. 2. The administrative structure of the Ministry of Education comprises several departments, general directorates and services (Chart I). Some of the weakness of the present administrative system are: executive and manage- ment techniques have not been adapted to cope with the growth in size and com- plexity of the education system; duplication of services in different depart- ments; excessive centralization within departments; inadequate financial and accounting procedures; lack of clearly defined and applicable personnel policy; lack of coordination between the Ministry of Education, other public and pri- vate agencies dealing with education and training and the productive sector; lack of delegation of authority and responsibility. Structure 3. The structure of the system of education and training is shown in Chart II. It comprises six years of primary education, followed by a three- year common cycle of general culture at the lower secondary level and two years of upper secondary education in science and arts or three years for the technical, agricultural, commercial and primary teacher training streams. The pattern of enrollment in primary and secondary schools for 1972 is shown in Annex 2. 4. At the post secondary level, there is the Secondary School Teacher Training College offering courses of four years' duration, the Pan American Agricultural School and the Social Service School, both offering three-year courses, and the National Autonomous University, where courses vary from two to seven years, depending on specialization. The education pyramid is shown in Chart III. Primary Education 5. Primary education is free and compulsory and covers ages 7 to 13. Total enrollment, amounting to 412,000 in 1972, represents about 81% of the 7-13 age group. In 1972 there was a total of 4,151 primary schools in the  APPENDIX Page 2 St2liq X3,645 of them in rural areas. Incomplete schools with fewer than six grades account for 63% of the total, the vast majority of these in the rural areas. The overall retention rate on the order of 18% is very low but in the rural areas drops to a much lower 8%. 6. The high wastage rate in the primary education system is largely due to the following factors: (a) large number of schools offering fewer than six grades, particularly in the rural areas, (b) curriculum irrelevant to the environment of the regions, (c) schools unattractive and inadequately equippec, (d) teaching quality low, (e) children, mainly in the rural areas, compelled to help their families by going to work at an early age, (f) in the case of girls, early marriage, and (g) non-enforcement of the compulsory attendance laws. 7. Primary school teachers numbered 11,148 in 1972, of whom 22% were tnqualified. These are mainly posted in rural schools, although more highly trained teachers are needed to teach two or more grades simultaneously in schools where there are few students at each level. The national teacher- pupil ratio is 1:37. 8. Primary teacher training has been carried out in the past through special courses in 47 secondary schools and this has resulted in an over- production of teachers of low quality. In an effort to improve the quality of teachers, concentrate resources and reduce output to coincide with demand, the Government has started to consolidate the teacher training courses into four institutions located at Tegucigalpa, La Esperanza, Comayagua and Danli. Secondary Education 9. About 71% of the pupils completing primary education enrolls in sec- ondary schools. In 1972 the total enrollment in secondary education (lower and upper levels) amounted to 51,500, which represents 14% of the 14-19 age population. The three-year lower cycle (ciclo comun) comprises general sub- jects, industrial arts and home economics. The upper cycle (ciclo diversi- ficado) consists of courses leading to the bachillerato, which opens the way to the university, as well as teacher training and several vocational courses. The bachillerato courses are: General (science and humanities), of two years' duration, Technical-Industrial and Agricultural, of three years' duration. In Commerce a three-year course leading to the title of Perito Mercantil y Contador Publico is offered. 10. In 1972 the total number of secondary schools was 134. Of these, 39 had only the lower cycle, two the upper cycle (science and humanities), two the primary teacher-training cycle, 20 the commercial cycle and 26 offered only secretarial courses. All the rest were multilateral institutions combining all or some of the above streams. Primary teacher training is offered in 47 schools and the technical-industrial stream in only one school.  APPENDIX Page 3 11. The role of private education is predominant at the secondary level. In 1972 only 26% of total enrollment was in public secondary schools. About 8% of secondary schools (excluding technical and agricultural) was public, 27% semi-public and 65% private. However, a school-building program assisted by USAID will change this and by 1980 21% of secondary schools will be public, accommodating about 46% of the enrollment. The increased student places in public secondary schools (about 20,000) will give educational opportunities to pupils who cannot afford to pay fees. Technical and Vocational Education 12. Courses aimed at the training of skilled workers for industry are of- fered in three institutions: the Instituto Tecnico Luis Bogran, the Instituto Vocacional Honduras, both in Tegucigalpa, and the Centro Tecnico Hondureno Aleman in San Pedro Sula. Admission to all courses is by examination and the following levels are offered (Annex 3): (a) Perito Industrial. This is a post-primary training course of four years' duration, students spending half their time on workshop activities. Enrollment was 528 and output 40 in 1972 and wastage rate more than 70%. (b) Bachiller Tecnico. This is a three-year upper secondary course offered only at the Instituto Tecnico Luis Bogran in Tegucigalpa. In 1972 out of 93 students enrolled 18 graduated, most of them entering the university. These courses are severely criticized by the industrialists, who claim that the training given is not related to industrial needs and that a graduate has to be given further intensive on-the-job instruction. The curriculum is in- flexible and no means exist to adapt it periodically to the needs of the industrial sector. Furthermore, wastage is extremely high and output very low, with resultant high cost per graduate. As almost all the Bachilleres Tecnicos enter university, mainly in academic fields, it is unlikely that they will ever effectively utilize their skills in employment, with consequent waste of the money invested in training them. (c) Tecnico Industrial. This is a three-year apprenticeship course after completion of the three-year lower cycle of secondary edu- cation. Students spend four days per week in the workshops and one day in the classroom. This course is offered only at the Centro Tecnico Hondureno Aleman, in San Pedro Sula, and is re- ceiving technical assistance from the Federal Republic of Ger- many. Enrollment was 176 in 1972 and output 49, all of whom were placed in industry. The quality of training is high and the wastage low, but the cost per graduate is exorbitant. (d) Upgrading. These are evening courses for employed workers and are of varying length. In 1972 enrollment was 651.  APPENDIX Page 4 Courses in commercial educat-ion are offered in 51 private schools, fiv-e semi-public and two public. Enrollment in 1972 was 6,551 in commercial screams leading to the title Perito Mercantil y Contador Publico and 1,030 in the Secretarial Stream. Output was 527 and 215, respectively, and is more than adequate to meet demand, although some quality improvement is desirable. 14. Dressmaking, shorthand, typing, home economics and beauty culture are popular courses run by the Instituto Vocacional Honduras and other special- ized schools. Entrance requirements to most of these courses are primary school-1eaving certificates, and enrollment in 1972 was about 1,700. Length of the courses varies from one to three years. hgricultural Education 15. Three-year post-primary courses leading to the "Perito Agricola" certificate are offered at the John F. Kennedy School, San Francisco, and El Sembrano School, Carbon. The former is a public school, while the latter is a private evangelical school. Enrollment in 1972 was 183 and output 44. 16. Courses at the upper secondary level are offered by the National School of Agriculture, Catacamas, and by the National School of Forestry, Siguatepeque, both being three-year courses leading to the "Bachillerato in Agricultural Sciences" and to the Forestry Guard Certificate, respective- ly. Both schools are under the Ministry of Natural Resources. The School of Forestry is receiving UNDP/FAO assistance. 17. Enrollment at the National School of Agriculture at Catacamas in 1972 was 170, out of which 61 graduated. Due to the poor quality of the teach- ing and irrelevance of the curriculum, very few of the graduates were employed, although there is a demand for middle level agricultural technicians. Higher Education 18. The National Autonomous University of Honduras provides a variety of courses varying in length from two to seven years. Major expansion during recent years includes the establishment of the Faculties of Mechanical, Elec- trical and Chemical Engineering and of the Faculty of Agriculture at La Ceiba. The university is receiving substantial aid through a loan from the Inter- American Development Bank. 19. The Pan-American Agricultural School at Zamorano is a regional college offering three-year courses leading to the diploma of "Agronomo" and recruits its students from the various Latin American Republics. It is a privately organized, autonomous institution established in 1941 and financed with income derived principally from an endowment fund established by the United Fruit Company and other contributors. Very significant financial  APPENDIX Page 5 assistance has also been provided by USAID. About 55 students graduate an- nually, 16 of them Hondurans. The facilities, curriculum and teaching staff are good and the graduates are held in high esteem. The physical facilities available for agricultural instruction would permit increasing the output ap- preciably. 20. The National School of Forestry provides a three-year post--secondary course leading to the "Dasonomo" diploma. The school is under the auspices of the Ministry of Natural Resources and receives financial and technical assis- tance from UNDP/FAO. The training of higher level technicians in forestry is one of the most promising steps taken for forest development in Honduras. 21. The School of Social Services offers a three-year post-secondary course for training social workers. The school is autonomous and is asso- ciated with the Ministry of Labor. Enrollment in 1972 was 66 and the total number of graduates since the establishment of the school in 1958 is 185. 22. The Secondary Teacher Training College, under the Ministry of Edu- cation, has the responsibility of training secondary school teachers. New teachers are trained in full-time courses of four years' duration and al- though enrollment has risen to about 400, output has averaged 55 during the past five years. The annual requirement of new teachers is about 400. Ex- isting primary and secondary school teachers are upgraded through special courses organized by the college and in 1971 there were 350 following such courses. The curriculum in force includes too many specialized subjects in- appropriate to the secondary school curriculum and produces graduates who are narrowly based and unable to teach several related subjects. The college is operating in completely inadequate buildings with poor laboratories, no work- shops and a lack of teaching materials. The staff of the college is mostly young graduates of the same institution, requiring further training. The Government is giving emphasis to the expansion and improvement of teacher training and has obtained technical assistance from the UNDP to review the curriculum, reorganize the college, introduce modern educational techniques and establish new training areas such as industrial arts, commerce and physi- cal education. Non-Formal Education and Training 23. Activities in this field may be classified as follows: (a) literacy, general education, culture and social work; (b) vocational training; (c) rural development; and (d) radio programs. (a) Literacy, General Education, Culture and Social Work (i) The Ministry of Education operates 97 Literacy Cen- ters staffed by primary school teachers. Course duration is six months and enrollment nearly 3,000. External assistance is being received from several agencies in the form of specialists, equipment and some teaching materials.  APPENDIX Page 6 (ii) Adult primar-y schools of six years' duration are administered by the Ministry of Education, and staffed by primary school teachers; content, meth- ods and techniques are similar to those used for children. There are 47 schools operating the scheme with nearly 13,000 adults enrolled, of which about 5,000 are women. (iii) A program organized by the National Social Welfare Committee (Junta Nacional de Bienestar Social) under the auspices of the Ministry of Labor includes com- munity social development, social services, voca- tional training for delinquent children and adoles- cents, and a pilot project for reconstruction and rural development with community cooperation. (iv) A health program is operated by students of the Fac- ulty of Medicine of the National Autonomous University of Honduras, who are required to work for one year in rural communities after completion of their studies. (b) Vocational Training (i) Between 1969 and 1972 courses were offered by the Min- istry of Labor, National Manpower Department, in a va- riety of trades at a small training center in Tegucigalpa. Both accelerated and upgrading courses were offered and 312 workers were trained. The courses were discontinued at the end of 1972. (ii) To put vocational training on a sounder financial basis, the Instituto Nacional de Formacion Profesional (INFOP) was created by supreme decree in December 1972. It is responsible for training for all levels of employment and all sectors of the economy and is financed by a levy on wages and salaries. INFOP is an autonomous agency governed by a board of directors composed of the Minister of Labor, Minister of Education, Minister of Economy, the Secretary of the Higher Economic Planning Council, two representatives of the Consejo Hondureno de la Empresa Privada and two representatives of the Confederacion de Trabajadores de Honduras. Technical assistance is being received from UNDP/ILO, CIDA and the Spanish Government and many training activities are being planned. Upgrad- ing training of existing workers is a priority need to which much emphasis is being given. In addition, plans for the establishment of vocational training centers at Tegucigalpa, San Pedro Sula and La Ceiba are advanced.  APPENDIX Page 7 (iii) Since 1960 the Centro Cooperativo Tecnico Industrial (CCTI), an autonomous institution sponsored by the Ministry of Finance, USAID, and the National Indus- trial Association, has organized several types of training programs. Activities have been concentrated on training of personnel employed in enterprises, training of managers for small cooperatives, artisan training in the villages and organizing the Handicraft Center at the Valle de Angeles. There were 1,427 par- ticipants in the industrial courses and 157 trainees in the artisan courses in 1972. The program has been well received in all quarters; however, due to the re- ported termination of the USAID technical assistance by mid-1973, the future of this program is uncertain. (iv) Several of the larger enterprises have established their own in-plan training program for the upgrading of their existing workers and for apprentice training. With INFOP participation starting in 1974, it is expected that this program will improve. (c) Rural Development (i) The main task of the National Agrarian Institute (Instituto Nacional Agrario - INA) is to implement the Agrarian Reform Law and for that purpose it offers training programs aimed at activating and organizing peasant groups for cooperatives ind trainina leaders. INA is operating a training center at Guanchias, Department of Yoro, with a capacity of 80 trainees, and a second center, at Tocoa, is under construction. (ii) An Integrated Development Project at Gracias a Dios is op- erated by the Ministry of Education. The project covers two areas, Lempira and Gracias a Dios, with five communi- ties in each area. Rural adult education includes literacy, general education, accounting, agriculture, health, domes- tic service, sewing and recreation. The staff consists of educators, agronomists, nurses, social workers and trade instructors. (iii) Agricultural extension services are operated by the Rural Development Office (DESARRURAL) under the Ministry of Na- tural Resources. Tnere are seven regional offices includ- ing one national center and 52 extension agencies staffed by 34 professionals and 68 technicians in agriculture. Training of extension workers and short courses for farmers are offered at only one training center, at Comayagua, which has a capacity of 55 trainee places.  APPENDIX Page 8 (d) Rad_"o Program This program is carried out by the Ministry of Education with the voluntary participation of the busi- ness community and the Catholic Church. Objectives of the program are community development, organization of peasants, and skill training. The courses are offered in two-hour daily programs and there are 1,192 base cen- ters in 13 departments, with an enrollment of about 20,000 students. Specialized staff at the Central Office is sup- ported by supervisors, coordinators and monitors (one for each base center).  I blic af lop %fsoo-l blo int aodc ...cod.a 0 ...oIOpt (2) (3) (Orice triO)7 noIy)9 (to)i lOot Eoginao.-3t Mo l>, 12 (3 "4I 3 i ) (1 1) 10 (1 11(3 03npoc.tttocducotiot dotococ AoVuoau~~~~~~~~~~~969 6 293 fl11-1, 1970 'I I~~~~~~~~,437 9 I0. 11.1699 i 06 41144I23 cca-obI octpn ooou looaad071 111, 4, l.717 99 1V41 15 4 2 9. 9I 0 ioa cootd t O OI-oo Nnoy17.. .t 4 19671. 39t 23 91 0 V V10 1047 tobla bana lpao ctlltttto tOc1o. ocelot.,A 171D 204.10 4 9 1 . 15.051 191 1848 301 04 1 096 iho dau IIIoa(mo O 99 3. t97V V 97 94E 9.99. 98 38 39 16 to it 1601 -d lb. B- L. I ~ ~ ~ 090 00.9 4.1 94 203 3.6 16.7E 90 25 91 ..I I 300 lo --nott 'cc -aoh -coi-dc "Io l atnodRputilltaad A... eili Iiit.0 1c lih lcu cho..c ..i.oho 'I . 90tttao, lcAca091-t 3009 120 200 2.2 I9.30 397 3it 139 li 312l66 anI doouoaolipc 5tI . Ipad 92 .- 1,30c 90 9 .0MID0 97 3 74 40 09 23154 ao-clca- pac-oad'L obeRni 3 pl 191 3. 117 t 27.4 03191it1911Dt 4 37 Photo data, Otto mnttontui quIll- 4. nl0tcca 0~~~~ ~~~ ~ ~~971 I3 29 0 I 3 6 I 9.u 29. II 3i 69i 012 tlcociooaabonld c.loooocu 5. toactooc 1970 5.9 OIl ... 6 3.0 20.0 74 41 9 23 230 40 1 ":1' 11I 1 13 t fotnol: ~~~~~~~~~~~~~~02. Do.,o 1968 0.37 130 9310 ItO3I3 13.27I 73 401 13 iLOPB 11. I.... 19091 06 In , 13 4.7 05.:73 74 09 0 4 013 30 21 Ptiaocm" adccotltncotcca ~~~12. toonaoOt 4.7 3190 9A 1 4.2 2. 44 46 1 i 2 loadccatiotttttot LInac boat 0'. Vtnya ~~~~~ ~~~~ ~ ~~~~1970 11.3 09 tc 0 3.3 210 to3 I 22 9n3 audo,acoodociondocotton taFaca 04. 0.ibppia 0~~~ ~ ~~~~970 1. 249 15I I.7 00.7 370 30I10 6 16 10I 97 to oIl aducatlocat oVa aeooodory ~~~~~~~~~~ loll 042192 5.10 797 10 IbIt1 30.3 18 41 4 63061 I.-.itIad.Li-aol lh 106 l.tc.cac 970 I 0. 140 10 2 .L1. 3 1131 24 1 Oocacol,tacltlcai.aoninctcuncil. 5~~7. 0onc 970 1:,5 230 27 9 4.1 1704 34 33 1'2 3 2237 >19. Ntntcic ~~~~~ ~~~~1971 5.7 50 ..3 id .. 40 74 49314 6 10) cnctudaaonpooiaanta On nod- ~23. lltto Lan- 1960 0. 19i~ 7 7 A 2.9 095 0 31 10 7 2 10 7I oipot,co..o.ocuoat,otcicullutao. 05.1 Iotl 91 10 1 ... 6.74 0 30 0 1 20 00I nctnaIat, h- --cno.l 22LO 30 1. 21 3.5l 0 2.01 0 I7 1A 2 A 3I7 1,7A 23 n II IL'tauanl 1921 17.37 1117.I 4 4. 104 3 435 i4 .21. uiuda 1970 . 130 236 I 3.29 04.37 4it 31 47 11 IL 00 5 41cacanat ly t7aodfo,tonc 6 It291 0.70 3 I5.40 19129 490 0 0 Inaoc hccoi,o 072 ono17 . u 7, 43 0 3.0 17.4 SIV 50 0 5 17 I 2 ttn of li o ba. loan 0. toat bc 1300 0.7 5607 09 30 3.2 01.7 94 26 Ii I231 toI1oatucocacataot1t~~~ lu. coolccnuc_ _tnlIic 1969 41 07 397 5I 297 7I I 90 301 0 26 00 V 31. fllolnadop 1964 ~~~~ ~~~~~330 30I17 493 llti 3.0 01.4 IQ 63 30 03 21 . 5 74 39 "itl oouto n 3. Coa o00 . 2~7 3607 385 40 6 2.51 17.6 43 3 00 2 0 I oOtcotioO (7001.4 and 61 ~~~ ~~32~ 5[-tAn- 1972 7.1 290 2 11 3.35N 21. 1 3 S 17 04 I4 tolcatotcuc.ccoin- 334ooau911 1.7 01040 0 44 14. I4 32 439 10 . 1 ootoditopa Oaotdtodo 3oo 4. Ocnio It70 30.7 627 71 li 2. 1.14 to 46 09 230 23 2107 00 Ii tclIic 040 tuual-puilcc 9lctctgct 1909 ~~~~ ~ ~~~~~ ~ ~ ~ ~~ ~~1.3 4307 54 10 2. 13. 80 34 13I2 ou is 34.5 lci-oaP_ cbcc 1971 106991 1 4 5. 0.9 5 3 i700 01 37. tctlt 046 9.0.8 4600 903 00 3.0 14, 301 49 17, "I 101 35 Iocntg of56-099 96I057 4 32 3.4 20.7 97 40 33 31002 41 l"t clltnt1o09to-tc 3.Clal 40 2. 4 49 0 . 19.4 993 316 09I n1 04 23 1 tobapcnclbccnu. 10- u1t 9710 6.16 3 9 S40 7 V 32 ":13C 703I2t'7 1 2 02 oubllcand ocinoca bolootl. 41. Cupuco ~~~~~ ~ ~~~~~~141 7.70 3707 801 'A 3 3.0 04. 977 331 07 720 31 laoaflacau-bjac u iud. '42. Oa--uo, 19170 .4 29 75 0.0414 090 2017 23 latitc Ptt tihe dato- o ~ tt- 171 10.07 4521 72 00 4.3 71. 0 37 30 05 22 23 11 0210 o oIaci- It19 atnl 970 10.4 90 01 45 49 22.0 93 93 30 37 02 1 39 oototla,oocal. focoOO.aaltftt4ot ~43 Chi1 13t.n7 071 14.00 10101 73 1 4-~0 13.9 500 161 907 217t CiaquanI ly 0100 lliI,aclla2ucl It A th-na opto dtt ....bl .c ... t47 p 17~1 53. 1 93i , 070 ... 7153A 2 911 0A 01 21 .c.o. .. tiIautlt 4 t. Idooj 197 11.07 97 5II 396 3.0 9 3 3 0 6 lfltOuaOotIolctOooteOhntooo. 4~~~9. on 1737 29.77 3907 07 1I 1110. 10 33 234 3 36X 2039 ootco otto can Intl ooo cIa caoloo. ~~~~~~~~~t Iooz ~1970 9,7 322 01 0907 1. 104 222 2 79 50. LIdo 070 0.0 050 551 7.0 4.6 17.09 43 34 35 0 22 1 46 11 , tnt 1071 30.8 253 I 130 3. 16.7 1002 36 41 49 36 20I17 12. tlptoo 0371 2.71 7 590 867 210 4.7 2.0 7 I0 7 4 31 05 4 02 133 OtoIoal 197 00.9 390 It9B 01 4.7 13.31 890 01 00 25 1I 140 34. Ina9172 0.1C 4441 20 02 2.3 3,4 240 330.2X 23 4 54. Oablacan 0373 64.0 104 30 1 1.3 8.0 40~ ~ 33 I 5 lIi9 41F ~o hLAIpcoa1970 31. 21 32 6 36 199 0993 7 12 lh~~li-- ~ 1977 216 921 73 39 34 1.1 9 2 7 71 1 1604192 7 ocoj 97 02, 20 70 ID 3.77 0. 403 3a 13 9 3 3i20 SI. Pnnocn 1410 35.47 36010 496 0 9.5~~~~~~~~~~~~~~~~~~~~~5 17.1 029 32 032 14 33 41 oIl, OnIon ccocOalubccc 11000 5.77 820 10 .7 1.2?~~3qO 9.4 920 469 11 34 lao .. 2 10080309 tOO 1tn70.Otttou~ ~ I80 L I. lobe2foc54o0 607 410 57 iO 40 6i 0 59 54 so (,-,8) (1-30) ~ 1.0-9.01 (3.0-32.31 16.109) 000-714 1.0-21) 11-407 119.367 (1-04) (0-457) Quoctllna, Ippac 76~~~~~~~~~~~~~~~~~~~~~~~1 10 7.7 2102 9 2921 2014 totdlan ~~~ ~~~ ~~~~ ~~~~ ~ ~ ~ ~ ~~ ~~53 Lo 4.I 17.3 74 37 13 11 23 05 72 bunt.- ~~~ ~ ~ ~~~~ ~~~~ ~ ~~~ ~ ~ ~~~~25 6 3. _14. 12 30 0 0 10 2 o 1ooocd Oo 1hcc hulf cf ucc aolntd C 0967 10- Ol-lg f11-a11 aid uoluta- 130 - (91 aod o Inclcaca poo-I lao alu-dnt 1-1090.y6lool Cotn.o- 1105-12) o"Id 7-1973 0-~ IcIcO tIooapenotn (1I,08003.atotconabok G-1970 - I -- noclo 0o .Idnt-dact an onI__i. I~1402 l.tflaCrc t Onaoti6 1973   hN: 2 a 0 N D U R A S Primary and Secondary Educatiou Enrollment by Grade, Contralling Authority and Sex - 1972 Public Private /2 Grand Total Level and Grade Total Boys Girls total Boys Girls Total Boys Girls | PRIMARY 385.200 195.163 190.037 '6.850 12.500 14.350 412.050 207.663 204,387 1. 138,680 72,782 65,898 8,796 14,230 4,566 1147,476 77:012 70,464' 2. 79,890 40,695 39,195 6,043 2,904 3.139 85,933 43,599 42,334 3. 61,132 30,285 30,847 4,524 2,020 2,504 65,656 32,305 33,351 4. 44,070 21,712 22,358 3,710 1,530 2,180 47,780 23,24~2 24,538 5. 34,168 16,436 17,732 2,056 986 1.070 36,224 17,422 18,802 6. 27,260 13,253 14,007 1,721 830 891 28,981 14,083 14,898 LOWER SECONDARY CYCLE 8.266 4.915 3.5 .i7.701 15.035 12.666 35.967 19.950 16.017 1. 4,120 2,550 1,570 :3,336 7,462 5,874 17,456 10,012 7,444 2. 2,515 1,424 1,091 8,289 4,388 3,901 10,804 5,812 4,992 3. 1,631 941 690 6.076 3,185 2,891 -7,707 4,126 3,581 UPPER SECONDARY CYCLE 2,998 I.652 1 ,2.608 6.606 6.002 15.606 8,258 7._48 General 749 502 247 3.171 2.211 960 3,920 2.713 1.207 1. 450 312 138 1,845 1,276 569 2,295 1,588 707 2. 299 190 109 1,326 935 391 1,625 1,125 500 Teacher Training 1.548 556 992 2.118 654 1.464 3,666 1,210 2.456 1. 588 201 387 756 260 496 1,344 461 883 2. 495 185 310 684 188 496 1,179 373 806 3. 465 170 295 678 206 472 1,143 376 767 Technical Industrial 269 269 _ _ . _ 269 269 - 1. 105 105 - _ 105 105 2. 90 90 - 90 90 - 3. 74 74 - - - 1 74 74 - Commnercial 262 155 107 6,289 3,740 2.54 _ 6.551 3895 2,656 1. 127 77 50 3,036 1,838 1,198 3,163 1,915 1,248 2. 80 47 34 1,933 1,123 809 2,013 1,170 843 3. 55 31 23 1,320 779 542 1,375 810 565 Agricultural 170 170 - - . _ 170 170 - 1. 52 52 - _ . 52 52 2. 59 59 59 59 3. 59 59 - -- 59 59 - becretary _- - 1.030 1 1.029 1,030 1 1,029 1. _ _ _ 572 1 571 572 1 571 2. _ _ 458 - 458 458 - 456 L Excludea post-primary vocational courses L2 Includes enrollment in semi-private schools Source - Ministry of Education November 1973   TECHNICAL AND VOCATIONAL EDUCATION Enrollment and Output 1971-1972 Enrollment Graduates 1971 19272 1971 1972 Type of Course Place Level M. F. M. F. M. F. M. F. 1. Technical Education Bachillerato Tecnico Tegucigalpa Upper Secondary (3 years) 95 - 93 - 23 _ 18 Peritos Industriales (skilled workers) Tegucigalpa Post Primary ( 4 yrs.) 524 89 465 63 45 9 40 Tecnicos Industriales (skilled workers) San Pedro Sula Upper Seoondaxy (3 years) 115 - 176 - - _ 49 Evening Courses Tegucigalpa & Variable San Pedro Sula 651 2. Commercial Education Peritos Mercantil y Contador Publico Throughout the Upper Secondary (3 ypp-r 2 3hR 1 347 1,895 ?76%6 171 15t N.A. country Commercial Secretaries . pper Secondary (2 years) - 659 1 1,029 - 215 N.A. 3. Other Vocational Education Prevocational Sabanagrande Post Primary (3 yrs.) 57 50 46 41 4 7 N.A. Dressmaking, Beauty, Typing and Domestic Science, etc. Throughout the Variable (1-3 years) 10 1,520 8 1,748 - 648 N.A. country M = Male F = Female Source: Oficina de Planeamiento Integral de la Educacion November 197'3  ANNE a HONDURAS E=o. cendit-'ure 1967 and 1972, and Projections to 1980, by Source of Finance (in million current Lempiras) Annual Rate of Change 1967 1972Z1 1980/7 1967-72 1982-80 Lps. -orices) 5-9 7.7L6 1,197.9 1,598.5 2,893.6 .blic 33evtwrne 7.6 10.6 153.6 221.7 495.7 n-tral GOv> anent Revenue 8.2 11.0 128.9 191.5 442.7 Tax RewrelTe 7.2 11.2 118.6 168,1 393.5 (as ,Ac U GDP) (9.9) (10.5) (13.6) Expenditure 9.0 10.8 178.3 274.2 622.3 Amtra~i Government Expenditure 9.8 10.5 144.5 230.2 512.4 (as %/ of GDP) (12.1) (14.4) (17.7) .c Education ExpenditureI 12.8 12.6 30.8 56.2 145.0 (as % of GDP) (2 6) (3.5) (5.0) (as % of Public EXpenditure) (17.3) (20.5) (23.3) of Education Expenditure 11.8 11.7 26.2 45.7 110.4 (as % of Cqnt. Govt. Expend) (18.1) (19.9) (21.5) PrimaryL2 10.0 10.3 20.1 32.5 71.2 Secondary Academic 31 0 2.0 7 .6 36.0 Secondary Vocational4 6:9) 1 1.78 2.3 Teacher Training 8.6 9.7 0.7 1.1 2.3 Adult and Literacy 6.3 7.0 0.3 0.4 0.7 Central Administration 5.3 7.0 1.4 1.8 3.2 Other Ministries and UNAH 17.8 16.1 4.6 10.5 34.6 (as % of Cent. Govt. Expend) (3.2) (4.6) (6.8) Ministry of Labor Social Service College - - n.a. 0.1 0.2 INFOP/4 - - - 6.0 Min. of Natural Resources Forestxy School - - - 0.3 0.6 Ministry of Health Nu;ses' School 19.8 - 0.015 0.037 1.0 UNAHL.2 16.8 13.1 4.6 10.0 26.8 Excludes local governments' expenditures on education, but includes expenditures of all government ministries and UNAH. Includes preprimary schools. .3/ Includes one agricultural school under Ministry of Natural Resources. J National Vocational Training Institute. , National Autonomous University of Honduras. fj Lssu:ing a real growth rate of 5.8% p.a. Fi .igures on public finance were obtained from the economic mission. Consuplan, Min. of Finance, Central Bank, Min. of Education,& mission estimates. 075  Public Investment in Education (1967 - 74 (in '000 Lempiras) Rate of * Total Chwx Total Total D-Total .F. Total D _lP 1967-70 1968 1969 12 Total Public Investuez.1 287,987 26.0 46,500 35,800 58,400 40,200 89,400 56,000 93,687 41,0Q54 Public Ed. Investment.Y 15,009 11.9 2 404 2,092 3,487 2,216 9 5,749 3,5T6 3,369 1.541 (as 7 of Public Invest.) (5.2) (5.2) (5.8 (6.o) (5.) (6.4) (s-.4 (3.7) (3.8) Central Govt. Investment 145,272 30.0 24,300 16,700 24,700 10,900 i43,000 24,900 53,272 18,113 Min. of Ed. Investment 9,131 29.0 1,104 1,104 2,060 1,027 3,581 1,,04 2,386 1,434 (as Z of Central Govt. (6-3) (4-5) (6.6) (8.3) (9 4) (8.3) (6.o) (h.5.9 (-.0) Investment) Primaryl&/ 896 896 821 638 1,300 838 493 493 Secondary Acad. 9 9 1,190 290 2,196 581 1 1664 712 Vocational Educ. 46 46 47 47 83 83 229 229 Teacher Training 2 2 2 2 2 2 _ Central Admin. 151 151 n.a. n.a. n.a. na. a _ 1970-74 197t t9?2 1973>/ =66/ Total Pablic Investmeq 416,041 11.6 88,069 34,400 67,ooo 36,087 1t5,445 45,972 136,703 53,299 Public Ed. Investment2i 38 608 43.0 4 057 2 309 5 586 3,613 11,774 4,233 17,057 6.048 (as I of Public Invest.) 19.3) t4.6) t6.7) 17.4) (10.0 (10.2) (9.2) (2.5) (11.3) Central Govt. Investment 242,611 11.5 55,827 16,466 42,698 20,538 57,968 21,575 86,118 26,734 Min. of Ed. Investment 28,907 41.0 3,452 2,025 3,915 2,666 7,987 3,521 13,421 5,267 (as Z of Central Govt. Investment) (11.9) (6.2) (12.3) (9.2) (13.0 (13.8) (16.3)1 (15.6) (19-7) Pri,ary 376 259 461 300 1,634 1,634 1,380 1,187 Seoondary Acad. 2,764 1,573 3,203 2,186 6,249 1,783 7,065 2,104 Vooational Educ. 249 130 243 180 89 89 1,950 815 Teacher Training 1 1 - - 1 1 3,026 1,161 Central Admin. 62 62 8 - 14 14 - - j'Investment in construction, machinery and equipment. .2D. F. stands for Domestic Finance. 3/Includes University, social service school, forestry school and nurses' school, in addition to MiniBtry of Education, but excludes non-formal training programs. ldIncludes preprimary school. V/Budget estimates.