Haiti - Second Education Project

Document of The World Bank y FOR OFFICIAL USE ONLY Report No. 1813a-HA STAFF APPRAISAL REPORT SECOND EDUCATION PROJECI HAITI February 8, 1978 Education Projects Division Latin America and Caribbean Regional Office This document has a restricted distribution and may be used by recipients only in the performance of their official duties. Its contents may not otherwise be disclosed without World Bank authorization.  Currency Equivalents Currency Unit: Gourde (G) US$1 = G5.00 G1 = US$0.20 Gi million = US$200,000 Measures 1 kilometer = 0.62 miles 1 sq. meter = 10.76 feet Abbreviations CARE - Cooperative for American Relief to Everyone CEP - Primary Education Certificate CIDA - Canadian International Development Agency CONADEP - National Council for Development and Planning CPFP - Pilot Center for Technical Training DARNDR - Department (Ministry) of Agriculture, Natural Resources, and Rural Development DEN - Department (Ministry) of National Education FAO - Food and Agriculture Organization IDB - Interamerican Development Bank ILO - International Labor Organization INFP - National Institute for Vocational Training IPN - National Pedagogical Institute ONAAC - National Office for Literacy and Community Action UNDP - United Nations Development Programme UNESCO - United Nations Educational, Social, and Cultural Organization UNICEF - United Nations International Children's Emergency Fund Fiscal Year October 1 - September 30  FOR OFFICIAL USE ONLY HAITI STAFF APPRAISAL REPORT ON A SECOND EDUCATION PROJECT TABLE OF CONTENTS Page No. I. SOCIO-ECONOMIC DEVELOPMENT AND HUMAN RESOURCES IMPLICATIONS ....................... 1 Population and Socio-Economic Background 1 Economic Development ............. ........ ............ 1 Human Resources Implications .................... 2 II. THE EDUCATION AID TRAINING SYSTEM--MAJOR ISSUES AND PRIORITIES ...................... 3........ ..** 3 Overview ............... ..... 3 Structure, Administration and Planning .......... 4 Primary Education .......... 4 Urban Vocational and Technical Education ........ 8 Agricultural Education 9 Non-Formal Education .... 9 Radio Education ........... 9 Education Finance 10 Government Education Development Strategy 11 IDA Lending Strategy,Including Experience with First Education Project ....s. 12 I'l. THE P..J.CT ..................13 Objectives and Composition 13 Elements of the Project 1..*........ 14 Rural Basic Schools 14 Urban Primary Schools 14 Primary Teacher Training College 15 Radio Education ..........15 Secondary Vocational Schools .......16 Vocational Training Center ................. 17 Agricultural Training School ............. 17 Curriculum Developuent 18 In-Service Training Programs. 19 Educational Materials 20 Evaluation and Studies 21 Technical Assistance 22 This report is based on the findings of an appraisal mission which visited Haiti in July and August 1977. The mission comprised Messrs. L. Wolff (education plnamer), L.W. Lee (economist), D. Jamison (economist, DPS), A. Wagnem (agticultural educator, UNESCO), G. Motel (technical educator, consultant), T. Deri (educational materials specialist, consultant), and C. Rodriguez-Robles (architect, consultant). This docuqcnt ha ra rmcwd dirlbution and nay be used by rcipients only in the performance d1 eir du d tie la contits may not otherwise be disclase without World Bankl authorization.  TABLE OF CONTENTS (Continued) Page No. IV. COSTS AND FINANCING OF THE PROJECT .................. 23 Cost Estimates ................................... 23 Contingency Allowances ..... .................... 25 Foreign Exchange Component ..................... 26 Financing of Project Capital and Recurrent Costs 26 V. PROJECT IMPLEMENTATION .............................. 27 Project Administration .......... . 27 Project Implementation Fund . 27 Implementation Schedule ................ 28 Professional and Technical Services .. .......... 28 Sites .......................................... 28 Maintenance ................... ................. 28 Procurement ................... ................. 28 Disbursements .................. ................ 29 VI. BENEFITS, RISKS, UNCERTAINTIES AND EVALUATION ....... 29 Benefits ......................... ...... 29 Risks and Uncertainties ........... .. ........... 30 Evaluation ..................................... 30 VII. AGREEMENTS REACHED AND RECOMMENDATION ............... 31  TABLE OF CONTENTS (Continued) ANNEXES ANNEX 1 Supporting Tables and Charts T-1 Creation of Employment in Manufacturing, FY73-76 T-2 Manpower Requirements, 1985 T-3 Comparative Education Indicators T-4 Public Primary School Teachers, 1975 and Projections for 1985 T-5 Indicators of Public Primary School Efficiency, 1975 and Projections for 1985 T-6 Public Investment Programs in the Education Sector (FY76-81) T-7 Recurrent Expenditures on Public Education by Level of Education and Executing Agency T-8 Projected Annual Enrollment and Output of Project Institutions, 1985 T-9 Projected In-School Radio Programming, 1981 T-10 Estimated Number and Type of Textbooks to be Published, 1981-1982 T-11 Cost Summary T-12 Estimated Disbursement Schedule C-1 Full-time Enrollment and Population Pyramid, 1975 C-2 Structure of the Education System C-3 Organization of the Department of National Education C-4 Organization of the Department of Agriculture, Natural Resources, and Rural Development C-5 Implementation Schedule for Physical Facilities C-6 Implementation Schedule for Curriculum Development, Teacher Training, Materials Production, Studies, and Technical Assistance ANNEX 2 Selected Documents and Data Available in the Project File MAP   HAITI BASIC DATA Area 27,750 km2 Population (1976) 4.7 million -Urban 1.0 million (21%) -Rural 3.7 million (79%) Average annual population growth (1950-71) 1.6% GNP per capita (1976) US$200 Public education expenditures as % of central Government expenditure on education (1975-76) -Recurrent 16.2% -Capital 3.4% -Total 8.0% Education expenditure as % of GDP (1975-76) -Public 1.0% -Private 0.6% -Total 1.6% Literacy rate (1971) 20.0% Total enrollments: -Primary (1975) urban 257,000 rural 228,000 total 485,000 -Secondary 61,000 -Higher 2,500 Enrollment as a percentage of school-age children, 1975 (including overaged students) -Primary (ages 7-12) urban 1/ 176% rural 41% total 70% -Secondary (ages 13-19) 8% -Higher (ages 20-24) 1% Percentage of Qualified Teachers (1975) -Primary 25% -Secondary 5% 1/ Also includes some rural children attending urban schools.   I. SOCIO-ECONOMIC DEVELOPMENT AND HUMAN RESOURCES IMPLICATIONS Population and Socio-Economic Background 1.01 Haiti is the poorest country in the Americas and one of the world's 25 least developed countries, as evidenced not only by its low annual per capita income of US$200 in 1976, but also by the poor health, sanitation, housing, and education levels of its population. At 4.7 million in 1976, the population had a birth rate of 3.6% per year and one of the highest mortal- ity rates in the world--1.6% per year. About half of the children under five years of age suffer from chronic malnutrition; 90% of the population has neither a safe water supply nor sewage disposal facilities, and 70% live in inadequate housing. Despite the high population density (over 300 persons per km2 of agricultural land), many rural towns and villages are completely isolated because of lack of passable roads, and less than 10% of the rural population has access to radios. About 80% of adults are illiterate; only 27% of urban and 2% of rural school children complete primary education. 1.02 Labor is Haiti's most important, but most underutilized, resource. The participation rate in the labor force is a high 79% of the population 15 years or older, attributable to the active participation of women (70% as compared to 89.5% of men), who play an important role in the marketing of pro- duce. Open unemployment is estimated at 12% and underemployment at 50%, while at the same time there are shortages of skilled workers at all levels. The availability of jobs and relatively higher wages in the capital provides incentives for migration to Port-au-Prince, thus aggravating the unemployment and housing situations in that city and impeding more balanced regional development. Also, proximity to more highly developed countries has contri- buted to large-scale emigration of professionals, technicians, and skilled workers, averaging 0.4% of the population per year. Economic Development 1.03 After a period of virtual stagnation during 1960-70, the Haitian economy has grown at an average rate of 2.9% per year from 1971 to 1976. The most dynamic sectors have been manufacturing (6.6% p.a.) and construction (16.8% p.a.), which together have generated significant employment opportuni- ties, mainly in Port-au-Prince. Within manufacturing, the output of small, export-oriented assembly industries almost tripled during 1971-75. Const?uction activity has been concentrated in industrial and private home building and in expansion of the road network. In contrast, the agricultural sector has virtually stagnated, and this constitutes a major constraint on economic and social development. Agriculture contributes about one-half of GDP and exports and provides a livelihood for almost 80% of the population. Output growth of 1.5% per year (1971-76) has lagged behind population growth, resulting in shortages and high prices for food. 1.04 The Government's Five-Year Plan (1976-81) gives first priority to agriculture, and emphasizes increasing the income level of farmers and expanding supplies of food for private consumption and raw materials for agro-industries.  The second priority is the establishment of a decentralized infrastructure around regional growth poles in order to stem the flow of migrants to urban areas. The third priority is education, with emphasis on training technical manpower and on improving quality at all levels. Human Resources Implications 1.05 Agriculture. The Government's emphasis on agriculture is appropriate to Haiti's development needs. If objectives are to be achieved, the rural school-age population must be provided with functional education and basic skills; the adult population must be motivated to understand, accept and apply innovative agricultural techniques; and key agricultural development workers must be trained and appropriately utilized by Government. Formal education will need to be improved in quality and expanded, and an increased number of community development agents and extension workers will have to be trained. At present, 66 community development workers, most of whom are untrained, are employed by the National Office for Literacy and Community Development (ONAAC). For promotion and organization of community development activities, one agent should be available in each of 555 "rural sections," but because of fiscal constraints, such a goal is likely to be reached only over a 20-year period, with output of 25 trained agents per year. At present 400 extension workers, of whom only 100 are qualified, provide services to about 700,000 rural families. Ongoing agricultural and rural development projects, require a minimum of 1,500 extension workers. To meet this goal, current annual output of 30 agricultural technicians should be increased to at least 100 over the next 20 years. 1.06 Industry. Most of the growth of the manufacturing sector comes from assembly activities and processing of imported components for export. Since 1971, such industries have provided annually about 3,700 additional jobs, principally for skilled or semi-skilled workers in textiles and basic electronic and mechanical assembly. Average annual demand for workers in these industries alone has included: for managers, 86; office workers, 158; technicians, 70; skilled workers, 1,453 (Table T-1). Overall manpower projections for 1985 indicate requirements for 11,500 skilled workers and 3,900 professionals and technicians per year (Table T-2). While most of this growth will be in the Port-au-Prince area, the Government is also planning to develop industry in Cap Haitien and other provincial cities. These needs compare with the present low output of 175 graduates annually from public technician training institu- tions. 1.07 Other. Economic growth through 1985 will also require significant expansion of the stock of service sector workers at all skill levels (Table T-2).  -3- II. THE EDUCATION AND TRAINING SYSTEM: MAJOR ISSUES AND PRIORITIES Overview 1/ 2.01 The main thrust of the Haitian education system has been to prepare a small urban elite, while excluding the vast majority of children and adults from the educational process. Although participation is relatively high in primary education (70%), more than 50% of students are in the first two years of schooling, after which the educational pyramid narrows dramatically (Chart C-1). The limited financial resources devoted to education are one of the sys- tem's most striking features. In 1976 public expenditure on education was equal to only 1% of GDP and 13X of goveriment budgetary expenditures. Private expenditures of 0.6% brought the total to 1.6% of GDP, a figure which is among the lowest in the world (Table T-3). The system's inefficiency and imbalances are also striking. Only 13% of entrants complete primary school, and in all other levels less than 50% of entering students complete their course of study. The historical division of education into two separate systems has contributed to urban-rural inequities and duplication of common services. Enrollments in rural primary education are equivalent to 41% of school age population compared to 176% 2/ in urban areas, and only 2% of rural children complete primary education compared to 27% in urban areas. Nearly all secondary schools are urban and the scattered rural vocational, agricultural and primary teacher training schools are small, uneconomical and underutilized. Some 45% of all primary students and 40% of secondary students are female; however, only 37% of rural primary students are female. Finally, the system is characterized by a lack of relevance to economic and social development. Primary and secondary level curricula and syllabi do not reflect the Haitian environment, and voca- tional training courses and adult education programs are poorly staffed and financed and have very low enrollments. 2.02 Despite these extremely serious shortcomings, the Government has initiated a number of key steps towards improving the system. These include completion of an education development plan as part of the National Five-Year Economic Plan (1976-81) and completion of a new unified teacher training school curriculum, both of which fulfill obligations set forth in the Credit Agreement of the First IDA Education Project (Credit 618-HA signed February 27, 1976). Furthermore, a decision has recently been taken to merge rural and urban primary education and teacher training into one integrated system. This and additional actions described in paras. 2.06, 2.11, and 2.18 provide hope that within the foreseeable future major progress can be made towards improving the Haitian education system and making it more relevant to social and economic development needs. Nonetheless numerous crucial problems remain to be dealt with, especially those related to primary school relevance and efficiency, vocational and agricultural education, and educational finance. 1/ Table T-3 provides a statistical summary of the Haitian education system in comparison with those of other Bank countries. 2/ This figure is above 100% because of enrollment of overaged and rural children.  -4- Structure, Administration and Planning 2.03 Formal education in Haiti comprises four levels: pre-primary (one year), primary (six years in urban and seven years in rural areas), secondary (seven years, divided into three-year and four-year sections) and higher (three to seven years) (Chart C-2). At the primary level, the rural system retains a seven-year cycle which includes an official enfantine or pre-school year. However, only 24% of rural children complete the enfantine year successfully and the majority of students enter primary education at 10 years of age or older. 2.04 Administration of education is divided between the Department of National Education (DEN), responsible for most of the system, and the Depart- ment of Agriculture, Natural Resources and Rural Development (DARNDR), respon- sible for rural primary education and associated teacher training, rural voca- tional and technical training, and some rural non-formal training (Charts C-3 and C-4). The National Literacy and Community Development Office (ONAAC), the National Institute for Vocational Training (INFP), the National Pedagogical Institute (IPN), and the Faculty of Arts and Sciences of the National Univer- sity are officially under the DEN, but have their own budgets and considerable autonomy. In addition, the Department of Health is responsible for medical, dental and nurses' training. At the primary level, the division of authority between the DEN and DARNDR has resulted in weak, dual systems of policy, planning and administration. The IPN, established with assistance from France to improve curriculum and teacher training services of the two Ministries, has until recently been isolated from both. In June 1977, DARNDR announced its willingness to transfer responsibility for rural education to the DEN. At the same time, the DEN initiated activities to utilize the IPN more fully as an agency for qualitative planning. Both these actions require careful management advice for their full implementation, but are key steps towards creating a unified education system. 2.05 Educational planning in Haiti has only recently been initiated. In 1976, the DEN, DARNDR and CONADEP completed a National Education Plan, which established qualitative improvement, improved relevance, and better adminis- tration as national goals to be achieved over the 1976-81 plan period. Despite methodological deficiencies and an overemphasis on urban vocational education, the Plan was an important first step towards rational development of the educational system. Planning will be improved over the next five years through strengthening of a small unit in the DEN, continued planning assist- ance to CONADEP by UNDP, and technical assistance financed under the First IDA Education Project and designed to improve educational statistics and to implement key studies on teaching conditions and labor market needs. Primary Education 2.06 Key Issues and Problems. As discussed above (paras. 2.01, 2.03, and 2.04) primary education is characterized by inefficiency, inequity, divided administration, and inappropriate structure. Additional issues and problems related to curricula and syllabi, teachers, educational materials and school facilities are described below.  - 5 - 2.07 Both the urban and rural education systems follow curricula and syllabi designed exclusively to prepare for the Certificate of Primary Studies Examination (CEP) given at the end of the sixth grade. Syllabi are irrelevant to Haitian economic and social conditions, inappropriate to the learning capacity of children, and encourage rote learning and student passivity. In particular, they ignore the fact that the vast majority of children entering the system have no knowledge of French, which is however the official language of instruction. Nor do teaching methodologies take into account the fact that 30% of first graders are over 15 years of age. Although these older children have different psychological needs and learning capacities compared to younger children, they are required to follow the same programs of study and no age grouping is used. 2.08 Untrained teachers make up three-quarters of both the urban and rural teaching force. Low teacher salaries (US$50-60 per month) have led to excessive absenteeism and high turnover rates (estimated at 7% per year in rural areas); the lack of incentives deters teachers from pursuing in-service training or certification. 2.09 With few exceptions, textbooks are unsuited to the Haitian environ- ment, since most are written abroad and introduce concepts and illustrations often alien to the Haitian child. Although no data are available on the number of children who own books, their average cost of US$1.15 puts them beyond the reach of most. Publishing houses often provide books at wholesale to teachers, who then resell them to students at a profit. Finally, primary school facili- ties are non-functional, overcrowded, and ill-equipped. In urban areas the majority consist of converted private homes most of which are rented and used as schools. In rural areas physical facilities are inadequate and average class sizes exceed 70 students. 2.10 Government Policies and Proposals. Since signing of the First IDA Education Project Credit Agreement in early 1976, the Government has begun to attack the problems of the sub-sector and is now proposing an ambitious but feasible primary education development for the next five years. Of critical importance to the successful implementation of this program is the Government's recently announced decision to merge the rural and urban systems into the unified primary education and teacher training system under the administrative authority of the DEN. While the details have yet to be worked out, it is likely that such a merger will result in the elimination of the rural enfantine year (para. 2.03) and the establishment of a common six-year cycle for all parts of the country. Progress and plans related to curriculum, teacher training, educational materials, and school facilities are described below. Activities in radio education and in educational finance are described in paras. 2.23 to 2.27. 2.11 With regard to primary school curriculum and syllabi, in May 1977 the DEN and DARNDR jointly established a 12-member Consultative Committee comprising key members of the educational establishment and designed to advise on administra- tive and pedagogical matters of primary education. In October 1977 a full-time, five-member Curriculum Unit was established to prepare a new primary school curriculum and syllabi and student testing/evaluation system. The members of  - 6 - these Committees had been working together on an ad hoc basis, but their activities are now institutionalized with financial support under the First IDA Education Project. The Curriculum Unit is expected to complete a draft primary curriculum and syllabi by October 1978. Syllabi would emphasize more active teaching/learning practices, utilize the Haitian environment as a learning tool, be based on a common core six-year urban and rural program, take into account the linguistic background of Haitian children, and require achievement levels which can be met by 80% or more of all children. The Curriculum Unit and Consultative Committee will also plan jointly with the IPN related programs in teacher training and educational materials develop- ment and coordinate with Radio Nationale in the development of radio programs embodying new syllabi and teaching methodologies. Official consideration is being given by the DEN to the introduction of Creole as the language of instruction in the first two to three years of primary schooling; during 1978-79 the IPN and a recently established linguistic research institution, the Center for Applied Linguistics (CLAP), will study the language question to assist the DEN in establishing a clear policy on this matter. 2.12 With regard to pre-service teacher training, its quality should improve with implementation of a new common curriculum for urban and rural teacher training schools, completed in 1976 under the First IDA Education Project. The new curriculum requires two years of academic training (rather than the previous three years) and a full year of supervised teaching before receiving a diploma. It will be implemented throughout Haiti during the 1977-78 school year and will be further revised if necessary after evaluation. 2.13 The output of qualified teachers will also increase, since under the First IDA Education Project two urban teacher training schools, each with 240 student places, are being constructed and a third school is being expanded to 240 enrollment and equipped with basic workshops and laboratories. In addi- tion, assistance from IDB will permit three existing rural teacher training schools to expand from 280 to 520 enrollment. Total annual output of these six schools at full operation would be 620 per year, which would still fail to meet minimum requirements of 740 new teachers annually for the public schools alone during 1976-85 (Table T-4). Therefore, the Government has proposed construction of one additional teacher training school to be located in the southern part of the previously neglected Central region. 2.14 With UNICEF assistance, DARNDR has been providing in-service training to about 200 rural school teachers per year. In addition, regional centers of the IPN have been providing short-term in-service training during the school year in French language teaching to about 200 teachers in seven cities. Both these programs reach only 10% of the public school teachers, mostly the more highly qualified ones, and need revision. The Government is therefore proposing a larger-scale in-service training program to reach up to two-thirds of all teachers to strengthen knowledge of basic subjects, improve methodology, and introduce the new curriculum and syllabi. A small but well-qualified core of teacher trainers, as well as pedagogical assistants trained by the IPN, is available to implement the new program.  -7- 2.15 The Government is also proposing a long-term program for prepara- tion, production and distribution of learning materials. Because of needs for curriculum revision, language study, and testing of learning materials, such a program could be implemented on a national basis starting only in 1981. The capacity exists in Haiti for preparation, production, and distribution of learning materials. Haitians have already written some good primary text- books and the IPN has been producing a series of experimental textbooks, most of which would be appropriate after further revision. The local publishing industry, which consists of three major and at least five minor firms, has the capacity for printing 100,000 or more copies annually, and the IPN has a capacity for limited editions of up to 5,000 copies. Distribution would be accomplished through local publishers, as well as through the urban and rural educational inspectorates. The IPN and the Consultative Committee will plan an expanded experimental textbook program using soft-cover books and booklets. 2.16 With regard to primary school construction9 in 1976 the Government initiated a school mapping program in six rural development regions (for a proposed IDB project), and in 1977 it initiated mapping in rural areas of the North, Artibonite, and Central regions (under the First IDA Education Project). ^Itditional school mapping is underway in the Grande Anse region and in selected towns and cities where additional schools would be constructed under the proposed Second Education Project. This will permit rational location of schools in accordance with population, geography, and development possibilities. New rural schools will be constructed in accordance with a school spacing and organization concept known as "nuclearization", in which a central school with practical facilities and capacity for six grades serves neighboring smaller schools with capacity of only four grades. This system was introduced in Haiti over 20 years ago, but fell into disuse. When it becomes operational again, students from smaller schools will participate in practical activities and will attend fifth and sixth grades at the central school; teachers will meet in the central school for in-service training; and the local community will utilize the central school building after school hours. Assistance from the First IDA Education Project and the recently signed IDB project will permit implementa- tion in five of the nine regions of the country. The Government has requested additional assistance under the proposed project for school construction in two previously neglected regions--the Central and the Grande Anse (Southern peninsula)--which have relatively low enrollment ratios. 2.17 The Government also plans to continue using the primary schools as community learning centers, a concept initiated under the First IDA Education Project. Over the next year, ONAAC will establish organized adult radio listening groups in communities where the First IDA Education Project schools are located. In addition, in July 1977, CARE agreed with DARNDR to establish nutrition centers and demonstration gardens adjacent to project schools to provide food to pre-school children, non-formal training to adults and assist- ance to teachers in integrating nutrition education into syllabi. 2.18 These ongoing and proposed programs show keen Government awareness that primary education problems are interrelated and that an integrated approach is necessary for their resolution. On the basis of the satisfactory  - 8 - progress with the First IDA Education Project and numerous Government activi- ties already underway, these programs are considered feasible. The principal constraint to their implementation would be a possible lack of sufficient funds for recurrent expenditures (para. 2.27). If the proposed programs are successfully implemented, primary school promotion and retention rates would increase significantly. The appraisal mission estimated that by 1985 about 70% of rural school children could complete four years of primary education, compared to 14% in 1975, and 22Z of rural school children could complete sixth grade compared to 2% in 1975. These rates assume, in parti- cular, the gradual elimination of the rural enfantine year (para. 2.10) and a complete revision of the present student testing/evaluation system (para. 2.11). Urban school retention rates could also increase significantly (Table T-5). Urban Vocational and Technical Education 2.19 Key Issues and Problems. Seven vocational schools enrolling 1,500 students prepare skilled workers in 14 industrial trades, including electricity, carpentry, tailoring, mechanics and construction. Administered directly by the Vocational Education Division of the DEN, their programs are usually four years in length at the lower secondary level. These schools have an irrelevant curriculum, underpaid and unqualified teachers, no modern equipment, a poor physical plant, an excessive number of students per workshop, a shortage of funds for operating expenses, and little or no contact with industry. Despite the extremely poor quality of instruction and output, the number of applicants is usually twice that of available places. Three schools in Port-au-Prince enrolled 200 students in 1975 in three-year training courses at the upper secondary level designed to prepare industrial technicians. Two of these schools (Pilot Center for Vocational Training-CPFP, and Canadian Haitian Secondary School), recently established with French, ILO and Canadian assis- tance, are autonomous and are producing technicians of acceptable quality and in sufficient numbers to meet future needs. The third school, administered directly by the DEN, has very low quality instruction and limited output. No Haitian public institution provides in-service training for industrial workers, despite the fact that assembly industries in Port-au-Prince now employ some 27,000 workers, and factory managers have been requesting such training. 2.20 The INFP, an autonomous agency officially under the administration of the DEN, was established in 1975 with French and ILO assistance. It is in charge of study and research on the entire vocational training system, coordi- nation of all vocational training, and ensuring the active participation of industry in vocational training. The INFP and CPFP are financed by a 1% payroll tax on industry. 2.21 Government Policies and Proposals. The Government is now planning a major structural and curriculum reform of lower secondary vocational educa- tion to enable it to provide appropriately trained skilled industrial workers. The present, four-year curriculum would be reduced to three years at the post-primary level; the first year would emphasize strengthening of general knowledge, followed by gradual specialization in one of the skilled trades. All teachers would be trained in courses of up to two years in length. To initiate this program, the Government has proposed remodeling and reequipping  -9- of the vocational school in Cap Haitien and establishment of a new vocational school in Port-au-Prince. The INFP would be responsible tor curriculum reform and industrial teacher training for these institutions. in addition, the Government is proposing to construct three small workshops on the grounds of the INFP and under its administration, for the implementation of in-service training of factory workers in the Port-au-Prince area. No immediate plans are being made for the expansion of technician training, which appears to be meeting needs for the time being. Agricultural Education 2.22 An agricultural school located in the suburbs of Port-au-Prince has been training about 30 extension agents annually in a two-year upper secondary course. The school lacks trained personnel, appropriate equipment, and an adequate experimental farm. The Canadian Government is providing about US$3.6 million in acssstance to both this school and the Faculty of Agronomy at the University. However, to reach its long-term goal of one extension agent per 600 families, DARNDR will require about 100 new agents per year. The suburban location of the existing school precludes further expansion; therefore, the Goveranient has proposed construction of a new school in the Central region to train an additional 50 extension agents per year. This school would also train an average of 25 rural community development workers per year and would provide space for farmer training and in-service training of extension and community development workers (paras. 1.05 and 2.23). Non-Formal Education 2.23 The Government has recognized the importance of providing adequate information and education to the adult rural population and is proposing to reach adults through radio programming (para. 2.24) and through strength- ening of ONAAC. ONAAC now has only about 66 paid community development agents (and reports about 2,000 unpaid village monitors), inadequate funding, poor central organization, and a poorly trained staff. These weaknesses have delayed implementation of ONAAC's proposed programs, and have slowed procure- ment of equipment to be provided under the First IDA Education Project. A specialist in non-formal educational materials, supported under the Project, arrived in October 1977. ONAAC has requested construction of a multipurpose training center to train about 25 new community development agents per year. To promote efficient use of resources, however, the center would be combined with the proposed new agricultural training school (para. 2.22). Radio Education 2.24 The use of radio in both formal and non-formal education has great potential for supporting Haitian economic and social development because it can circumvent geographic distances, adult illiteracy, and to some extent, a lack of trained teachers and technicians in rural areas. In 1975, radio education was initiated by DARNDR, and in April 1977 a national radio station, Radio Nationale, was established. DARNDR has been producing educational programs which now consist of four weekly broadcasts to rural primary schools  - 10 - in language, social and physical sciences, and health, and one program broad- cast for open listening by rural adults. These programs, some of which are in Creole, are acceptable in quality but are in need of improved evaluation and feedback mechanisms. They are now being incorporated into Radio Nationale which is also broadcasting numerous cultural, music and sports programs. 2.25 Radio Nationale is an autonomous Government agency operating directly under the Presidency and advised by a commission consisting of key Government and non-Government representatives. Its aim is to provide edu- cational and cultural programs which reinforce national development efforts. Expected upgrading of Radio Nationale's transmission capacity from 10 kw to 20 kw will permit broadcasts to reach 88% of the Haitian population during the daytime and 67% during the evening. Nevertheless, the fact less than only 10% of the rural population has access to radios restricts the impact of its general audience programs. The most appropriate target group at this time is primary school students, since experience in program production already exists and primary schools provide a physical setting for provision and control of radios and for feedback and evaluation mechanisms. Production is expected to increase to a maximum of 9-1/2 hours of weekly primary school programs by 1981, broadcast twice daily, with emphasis on French language, social and physical sciences, and teacher in-service training. In non-formal education, Radio Nationale is experimenting with the establishment of organized rural listening groups which receive health, nutrition and agricultural information over the radio and discuss means of implementing local community action. Radio Nationale requires additional studios, as well as good technical and production personnel at the central level, to expand its educational programs rapidly. The Government has also expressed interest in educational television; however, the high costs and the small number of privately owned television sets make it inappropriate at this time for a country such as Haiti. Education Finance 2.26 Public expenditure on education in Haiti is equivalent to 1% of GDP and 13% of Government budgetary expenditure (1976 current prices). Private expenditure accounts for an additional 0.6% of GDP, for a total of 1.6%, which is among the lowest in the world (Table T-3). At the primary level a high student/teacher ratio (70:1 in rural areas) and very low salaries (averaging US$600 per year in 1977) keep per capita student costs at US$15 per year. However, since only 13% of entering students complete primary education, annual costs per primary school graduate are US$115. The situation is similar in secondary and vocational schools. At all levels, low salaries and lack of financial incentives for professional growth through certification or expe- rience result in a preponderance of untrained, part-time teachers and high staff turnover. Only about 5% of the recurrent budget is allocated to mate- rials, supplies, maintenance, and boarding expenses. In vocational schools the lack of funds for operating expenditures is particularly acute and has seriously affected the quality of education. An average 15% salary increase of all civil servants in October 1977 alleviated salary problems somewhat by regaining the ground lost to inflation over the last two years. A study of conditions of service of teachers will be completed by June 1978 with technical assistance financed under the First IDA Education Project.  - 11 - 2.27 Haiti devotes a modest 3% of its total public investment budget to education. Since almost all of this is financed by external aid agencies (para. 2.31), only a minimum amount of counterpart funds, averaging about US$0.5 million per year, have been required since 1973. Planned assistance from IDA, IDB, France, and others will result in investment "I education during 1976-81 of US$44 million, with emphasis on primary education (Table T-6). Haitian counterpart funds required will be only US$7.5 million, or an average of US$1.5 million per year. Given the recent decision to devote one half the profits of the Regie du Tabac to investment, this figure is well within the Government's capacity to finance. 2.28 Government plans for increased primary and secondary school enroll- ment, reduction of the rural student/teacher ratio from 70:1 to 50:1, improved quality of primary education, and implementation of a new salary scale would require an increase in the recurrent education budget from US$7.8 million in 1976-77 to US$13 million (in constant prices) by 1981-82, or the equivalent of an annual 10.7% increase in recurrent expenditures (Table T-7). During this same period, total budgetary revenues are expected to grow at between 3.5% and 6% per annum, and education's share of the total would therefore rise from 13% in 1977 to a maximum of 17% in 1982. This would be similar to the percentage maintained in 1973-76 and would be attainable. However, any delay in action by the Government on tax legislation and transfer of funds from extra-budgetary accounts to the budget would create problems for suc- cessful implementation of proposed education programs, as well as for high priority development programs in other sectors such as agriculture, health, and transportation. Government Education Development Strategy 2.29 At the time of the appraisal of the First Education Project in June 1975, the Gover;nment had not yet established a national development strategy addressing Haiti's fundamental education problems. Since then, serious efforts have been made and an education development plan has been prepared as part of the Second Five-year Economic Development Plan (1976-81). The general objec- tives of the 1976-81 Education Plan are to improve quality and expand primary education, reform secondary education, expand vocational, technical, and non-formal education, and improve efficiency, relevance, and administration at all levels. Specifically, the Plan proposes modest enrollment growth in primary and secondary education, reduction of the primary student/teacher ratio in rural areas from 70:1 to 50:1, and expansion of vocational education. 2.30 Since completion of the Plan, Government policy has placed addi- tional emphasis on primary school quality improvement through curriculum reform, teacher training, materials development, radio education, and school construction, and reduced emphasis on urban vocational education. The Govern- ment will also support non-formal education through Radio Nationale; however, it has not yet taken action to provide sufficient financing or staffing of ONAAC. These goals of improving the educational system at the basic level, expanding non-formal programs for adults, and training technical and vocational workers in major occupations are an appropriate strategy for utilization of education to improve productivity and life of both urban and rural populations.  - 12 - Key policy actions for the implementation of these goals include: (a) the implementation of the decision to transfer responsibility of primary education to the DEN, (b) improved administration and staffing of the DEN's offices, and (c) adequate financing of recurrent costs. IDA Lending Strategy, Including Experience with First Education Project 2.31 Numerous other international and bilateral agencies are assisting education in Haiti, including: (a) UNDP/UNESCO in educational planning and radio, non-formal, primary, and agricultural education; (b) UNDP/ILO in voca- tional education; (c) UNDP/FAO in agricultural education; (d) UNICEF in radio and teacher education; (e) IDB in rural, primary, and agricultural education; (f) CIDA in agricultural and technical education; and (g) France in educational research and vocational and technical education. IDA has been mainly concerned with primary education and associated teacher training, focussing its efforts on basic sector issues related to administration, curricula, the language of instruction and educational finance. IDA lending strategy takes into account the very substantial ongoing and planned assistance by other agencies; close coordination has been maintained to ensure a unified and balanced approach to education in Haiti, consistent with Government objectives. 2.32 The First IDA Education Project (signed February 27, 1976) is assist- ing in primary education reform and expansion, especially in rural areas, and is providing limited assistance in non-formal education. Specifically, it includes construction of 65 rural basic schools/community learning centers, 10 urban primary schools/community learning centers, and two new and extension of one teacher training schools; provision of equipment to ONAAC; and seven man- years of specialist services and one man-year of fellowships. The project area is restricted to the North and Artibonite regions, with a small component (two primary schools and expansion of a teacher training school) in Port-au- Prince. Implementation of physical aspects of the project is about five months behind schedule but will accelerate over the next six months. School mapping and development of a National Education Plan and a common teacher training curriculum have been completed. However, staffing weaknesses of ONAAC have slowed implementation of that project item. In addition, a study on conditions of teacher service will be delayed until about June 1978 because of late recruitment of technical assistance experts. The Government and IDA reached agreement during negotiations of the First Education Project for periodic joint review of progress of education plans and specific programs, implementa- tion problems, new approaches and availability of resources for proposed pro- grams and action, in addition to the regular review of the physical execution of the project and realization of its objectives. Assurances have been obtained from the Government that such joint reviews will be continued during the implementation of the proposed second education project. 2.33 On the basis of satisfactory progress in implementation of the First Education Project, IDA would continue and widen its support to help correct inequalities of access and improve quality of basic education in Haiti. Government interest and action also make it appropriate to initiate assistance to strengthen vocational and agricultural education. Further assistance to ONAAC would be deferred pending evaluation of the agency's performance under  - 13 - the First IDA Education Project; however, IDA's long-term goals of assisting non-formal education would be implemented through provision of training facilities available to ONAAC and through assistance to Radio Nationale. III. THE PROJECT Oblectives and Composition 3.01 The proposed project has the two major objectives of: (a) correcting inequalities of access, improving the relevance and increasing the internal efficiency of basic education; and (b) expanding the supply and improving the productivity of skilled and semi-skilled workers in Port-au-Prince and Cap Haitien and of agricultural extension and rural community development agents, and rural farm leaders for the North and Artibonite. The project composition is summarized as follows (Table T-8 provides further details on enrollment and output of proposed project institutions): (a) construction, furnishing and equipping of: Capacity Boarding Staff Grades Places Enrollment Places Housing Primary Education (i) 31 Rural Basic Schools 1 - 4 9,000 13,500 a/ - 120 (ii) 10 Urban Primary Schools 1 - 6 3,000 6,000 bI/ - - (iii) 1 Primary Teacher Training College 10 - 12 240 240 160 6 (iv) Radio Education Pro- duction Facilities - 5 studios & production - - - space Vocational and Agricultural Education (v) 2 Secondary Vocational Schools 7 - 9 676 676 - 18 (vi) 1 Vocational Training non- 45 800 c/ - - Center formal (vii) 1 Agricultural 10 - 11 175 650 c/ 175 11 Training School & non- formal a/ Enrollment based on double shift in 50% of schools. b/ Enrollment based on double shift in all schools. c/ Enrollment based on total number of trainees per year.  - 14 - (b) support for curriculum development, in-service teacher training, educational materials preparation, production, and distribution, and evaluation and studies, all related to primary education; and (c) related technical assistance, in the form of 20-1/2 man-years of specialist services and 9 man-years of fellowships. Elements of the Proiect Rural Basic Schools 3.02 This project item would consist of the construction, furnishing and equipping of 31 new rural basic schools, with 9,000 student places, offering four grades of education to children and literacy and training opportunities to out-of-school youths and adults. About half of these schools would have large enough catchment areas for double-shift operations, thereby providing new opportunities to a total of 13,500 children. In addition to classrooms, the schools would have simply equipped and designed workshop and home manage- ment areas which would be used regularly in the afternoon and evening by a total of about 2,500 out-of-school youths and adults per year for radio listening, functional literacy, artisan training and other activities organized by ONAAC and the Ministries of Health and Social Affairs. Simple housing accommodation for about 120 teachers would be provided at the 20 most remotely located schools as an inducement for teachers to accept rural posts and to participate in non-formal training programs. 3.03 The schools would be located in the Northern (7 schools), Central (12) and Grande Anse (12) regions (see Map). The number of schools and classrooms to be built has been estimated on the basis of enrollment deficits and the estimated development potential of each region. About 28 schools would have six classrooms and 300 student places each, and about three located in more remote areas would have four classrooms and 200 student places. Initially, enrollments would be restricted to grades 1 to 4, but as retention rates improve, the schools would gradually introduce the fifth and sixth grades. All schools would function as central schools of educational nuclei (para. 2.16), eventually providing a full six grades of education to students in the immediate catchment areas and to those graduating from surrounding four-grade schools. Urban Primary Schools 3.04 This project item would consist of the construction, furnishing and equipping of 10 new urban primary schools (see Map) with about 3,000 student places, providing six grades of education to children and literacy and train- ing opportunities to out-of-school youths and adults. All schools would have catchment areas large enough for double-shift operations to serve a total of 6,000 students. In all cases they would replace inadequate rented facilities or would be located in neglected urban areas without alternative access to public primary education. In addition to classrooms, each school would have a simply equipped workshop and home management area for use in the evenings  - 15 - by about 1,000 out of school youths and adults per year for literacy training, community development, radio listening, and artisan training activities organized by ONAAC and the Ministries of Health and Social Affairs. 3.05 As under the First IDA Education Project, the Government gave assur- ances that (a) facilities of both urban and rural project schools will be available after school hours for youth and adult training programs, (b) the average number of children in classrooms will not exceed 50, and (c) 50% of the teachers will be qualified and the balance will have received in-service training courses acceptable to IDA. In addition, the Government gave assur- ances that it will initiate action to implement its decision to transfer rural primary education and teacher training to the DEN by October 1, 1978 (para. 2.10). Technical assistance in educational administration has been provided under the First Education Project and further assistance to help implement the transfer would be provided under the proposed Second Project. Primary Teacher Training College 3.06 This project item would support construction, furnishing, and equip- ping of a new rural teacher training college in the Central region, with an enrollmept of 240 students in a two-year upper secondary course, including boarding for 160 students and housing for 6 staff members. Output of 120 graduates annually from this school, plus the output of 620 from the three schools being constructed under the First Education Project and three existing rural schools, would be sufficient to meet the needs of public primary educa- tion over the next 10 years (para. 2.13). As under the First IDA Education Project, the IPN would be responsible for preparing teacher trainers. The Government gave assurances that this school will utilize the new curriculum common to all teacher training colleges (para. 2.12) and that graduates will be qualified and allowed to serve in both urban and rural primary schools. The Government also gave assurances that by October 1, 1979, the Government will establish terms and conditions of teacher service acceptable to IDA which will provide incentives for teachers to seek both certification and in-service training courses (para. 3.18). Radio Education 3.07 This project item would strengthen Radio Nationale's capacity to prepare and broadcast educational programs, with emphasis on primary school students and teachers. By 1981 the number of programs for primary schools would increase from the present 2-1/2 hours per week, with each program broad- cast twice weekly, to a maximum of 9-1/2 hours of programs broadcast twice weekly,for a total of 19 hours per week (Table T-9). Programs would be based on new primary curricula and syllabi and would include language instruction, social and physical sciences, hygiene, and mathematics. Two programs per week would be directed at teachers to supplement in-service teacher training programs. 3.08 Specifically, the project would support: (a) construction, furnishing, and equipping of five production studios and space for about 48 program pro- duction personnel; (b) provision of a radio education library; (c) purchase of  - 16 - 1,700 radios and accompanying batteries; and (e) procurement of two vehicles to distribute and service radios. Studios and production facilities would be constructed on land-adjacent to Radio Nationale headquarters in Port-au-Prince and already purchased by the Government. Distribution of 1,700 radio receivers would be sufficient to reach 88% of all public primary children in grades 1-4 (i.e, about 260,000 children in 1980-81) on the assumptions that: (a) one receiver would serve several classes, since programs for lower grades would be broadcast at different times from upper grade programs; and (b) an ongoing UNICEF-supported program would distribute an additional 1,800 radios over the next four years. About 900 regular receivers ($30 each) and 800 high-sensitivity receivers ($60 each) would be provided. The latter would be used in regions where Radio Nationale's signal is weak because of remoteness or topography. A study (para. 3.21) would be undertaken to determine the exact number of high intensity receivers needed. If UNICEF's program changes or other agencies provide assistance, the number and type of receivers to be procured under the proposed project would be adjusted accordingly. During negotiations the Gov- ernment gave assurances that (a) the radio education service of the DARNDR (para. 2.24) will be administratively transferred to Radio Nationale by October 1, 1978; and (b) by October 1, 1981, a minimum of 10 hours of broad- cast time per week will be utilized by Radio Nationale for primary school and teacher training programs. Evidence that satisfactory arrangements have been made to upgrade Radio Nationale's transmission capacity to 20 kw would be a condition of disbursement for civil works, furniture and equipment procurement in respect of this project item (para. 2.25). Secondary Vocational Schools 3.09 This project item would further the reform of lower secondary voca- tional education and improve the output of skilled workers through remodelling one vocational school in Cap Haitien, constructing a new vocational school in Port-au-Prince, and supporting the training of project school teachers. There would be no significant increase in enrollment at the Cap Haitien school, which would remain at 260 students. The Cap Haitien School would produce 80 skilled workers annually, or 16 each in general mechanics, auto mechanics, electricity, carpentry and tailoring. The new school in Port-au-Prince would be constructed in the southern zone of the city, on the site of an existing vocational primary school which would be closed. Serviceable buildings on the site would be modified for appropriate use by the new school. Total enrollment would be 416 and annual output of skilled workers would be 128, including 16 each in general mechanics, automobile mechanics, electricity, metal work, plumbing, construction, and carpentry, and 32 in masonry. This output would supplement the present annual output of 80 from an existing vocational school in the northern zone of Port-au-Prince. Six housing units would be constructed in Cap Haitien and 12 units in Port-au-Prince to provide incentives for quali- fied teachers to seek employment in these schools. 3.10 The two vocational schools would use a new curriculum based on a three- year, post-primary course to prepare craftsmen, rather than the present excess- ively long four-year course. Entering students would be expected to have completed primary education and be at least 15 years old. Although output of the two project schools and the existing vocational school in Port-au-Prince  - 17 - would supply only one-tenth of the demand for skilled workers in Port-au-Prince and Cap Haitien, no greater expansion is possible at this time, given the lack of financial and human resources. The experience in implementing a new curriculum, in training vocational teachers, and in managing the two schools would, however, provide the basis for future expansion and improvement of vocational training. 3.11 While the schools would be administered by the Division of Voca- tional Education of the DEN, the INFP would be responsible for developing the new curriculum and for training all 46 staff workers of the schools in courses ranging from five to 24 months (para. 2.20). The INFP would pay salaries of teacher training personnel and provide the basic equipment necessary for the teacher training courses. The proposed project would finance the costs of expendable materials and stipends to the teacher trainees. During nego- tiations, the Government gave assurances that: (a) the INFP will be responsible for curriculum and syllabi development and teacher training for the secondary vocational schools in Port-au-Prince and Cap Haitien; (b) employment in these two schools will be offered to graduates of the INFP training courses; (c) conditions of service will be improved to attract and retain competent voca- tional teachers and adequate operating budgets would be provided to the vocational schools upon their opening; and (d) officials of the two schools and the INFP will jointly implement a tracer system designed to monitor the employment conditions of recent graduates and thus assist in revising programs and curricula. Vocational Training Center 3.12 This project item would assist in improving productivity of workers in assembly and other manufacturing industries through the construction, furnishing and equipping of a small center, with workshop space for about 45 trainees, located in Port-au-Prince on the same site as that of the INFP and under the direct administration of the INFP. Courses would be provided to about 800 workers per year on a released time basis for an average period of two weeks per training group. Local industries would be expected to pay for the costs of the courses and to provide specialized equipment from their own shops when necessary. The INFP has appropriate available staff to provide the training. The Government gave assurances that, by October 1, 1978, the administrative council of the INFP will prepare a plan for the operation of the Center by the INFP. Agricultural Training School 3.13 This project item would consist of construction, furnishing and equipping of a new agricultural training school to be located in the Central Region. The school would have teaching and boarding facilities to accommodate 150 full-time and 25 short-term students, and 11 staff housing units. About 30 of the boarding places would be available to women. The school would train agricultural extension agents and rural community agents and would have addi- tional facilities for short-term training of farmers and other workers, as follows:  - 18 - (a) Agricultural Extension Agents. Courses of two years' duration (grades 10 and 11), including six months' field training, would be provided to 100 students, with output of 50 extension agents per year, most of whom would be employed by the DARNDR. Admission to this course would be available to those who had completed at least three years of secondary education, with preference to graduates of rural vocational schools. Training of 50 agents per year at this school and 50 from the existing Agricultural School in Damien would permit expansion of the number of trained agricultural extension agents from 100 in 1976 to 1,500 in 1996, consistent with Haiti's agricultural needs. (b) Rural Community Development Agents. Courses of two years' duration (grades 10 and 11) would be provided to an average of 50 students per year, which would result in an annual output of 25 rural development agents. Most would be employed by ONAAC, which would thus be able to increase its field staff over a 20-year period from the present 66 to 550 in 1996, or one per section rurale. During the first year of study, students would pursue the same course of studies as agricultural extension agents. Entrance require- ments for the community development program would be the same as those for extension agents, except that preference would be given to those with previous experience in rural development work. (c) Short-Term Training. Short-term training courses would be provided to rural farm leaders and artisans in the areas served by the First IDA Rural Development Project (Credit 675-HA) and by other development projects in the North, Artibonite and Central Regions, as well as to extension and community development agents and teachers to upgrade their skills. About 25 student places would be permanently available for short-term training courses and 50 additional spaces would be available for such courses during the period when students undergo their six-month field training. 3.14 Administratively the school would be under the DARNDR, but a coun- cil with representation by all interested organizations, including ONAAC, will be responsible for overall school policy. The Government gave assur- ances that (a) the council will be established by April 1, 1979,- (b) the DARNDR and ONAAC will jointly appoint the school director and sub-director; and (c) officials of ONAAC, the DARNDR, and the school will implement a tracer system to monitor the employment conditions of graduates and thus assist in revision of programs and curricula (para. 3.23(d)). Curriculum Development 3.15 This project item continues financial support initiated under the First IDA Education Project for the activities of the Consultative Committee and Curriculum Unit (para. 2.11). The Curriculum Unit, which reports to the Consultative Committee and receives guidance from it, is expected to: (a) re- view and determine the appropriate length of the primary education course; (b) review studies and make proposals regarding language policy in primary education; (c) ensure the integration of appropriate health, nutrition and population concepts into the curriculum; (d) jointly with the Consultative Committee and the IPN plan teacher training programs to be implemented by IPN;  - 19 - (e) ensure that new curricula and syllabi are compatible with educational radio programs and the educational materials program; and (f) propose a means of providing accelerated primary equivalency programs for overaged children. 3.16 Specifically this project item would finance the zosts of salaries of five Curriculum Unit members for a period of about three years; honoraria to members of the Consultative Committee for attendance at meetings; up to four seminars per year to introduce new curricula and syllabi to teacher trainers, teachers, and school directors; local consultants to the Curriculum Unit; and printing of draft programs and syllabi. During negotiations the Government gave assurances that (a) members of the Curriculum Unit will be acceptable to IDA; (b) the Curriculum Unit will implement the activities described in para 3.14 on the basis of a timetable acceptable to IDA; and (c) the Government and IDA will undertake an annual review of the activities of the Curriculum Committee and Curriculum Unit, which will include, inter alia, an evaluation of the previous year's work and the proposed agenda for the following year's work and consideration of the possible integration of the Curriculum Unit into the IPN. In-Service Training Programs 3.17 This project item would support in-service teacher training programs designed to assist in the implementation of new curricula and syllabi and to improve academic skills and teaching methodology as follows: (a) Normal School Equivalency Training. About 400 teachers who have completed at least six years of secondary schooling would take summer courses over a three-year period, after which they would receive a normal school equivalency degree (Certificate of Primary School Aptitude) and an appropriate salary increment. This course would supplement an existing course for about 200 rural teachers being supported by UNICEF. (b) Regular In-service Training. About 2,100 teachers would receive in-service training to develop basic academic skills, introduce the new curriculum, and improve teaching methodology. Training would be provided to groups of up to 20 teachers for one afternoon a week during the school year over a two-year period. Training during the school year would be rein- forced by a radio education program which would set the theme or topic to be discussed. School inspectors and "pedagogical assistants" paid by the IPN would monitor these seminars during the school year as part of their regular duties. The seminars would be supplemented by two-week, intensive courses during the summer. A longer summer course equivalent to the weekly seminars would be provided to about 500 teachers living in isolated areas without access to radios and unable to attend local seminars. Courses (a) and (b) would reach about two-thirds of all public primary school teachers. (c) Crash Courses in Book Utilization. All teachers up to grade two whose classes would receive textbooks under the project (paras. 3.18 to 3.20) would receive two-week courses in textbook utilization during the summers of 1981 and 1982, before distribution of the textbooks. The number of  - 20 - teachers to be trained, currently estimated at 3,500, would depend on enroll- ment growth and teacher/student ratios. Tlls program would also be supple- mented by radio broadcasts during the school year. (d) Training of Seminar Leaders. About 80 pedagogical assistants and school inspectors would receive special short-term training to enable them to assist in in-service training and to monitor seminars held during the school year. 3.18 This project item would finance all costs associated with in-service training programs, including travel and per diem of participants, materials, and payment to teacher trainers for planning and directing vacation courses, as well as the purchase of ten vehicles and educational materials and equip- ment for about 30 urban and rural sub-regional inspectorates, the IPN and the Center for Applied Linguistics. During negotiations the Government gave assurances that after completion of the study on conditions of service of service of teachers (para. 2.25) and no later than by October 1, 1979, the Government will implement new terms and conditions of teacher service which will provide adequate incentives for teachers to seek both certification and regular in-service training. Implementation of these terms and conditions of service would be a condition of disbursement for in-service teacher training programs undertaken after October 1, 1979. Educational Materials 3.19 This project item would support the initiation of a national program to provide appropriate teaching/learning materials to primary school children. Because of needs for curriculum revision, review of issues concerning the language of instruction in primary schools, and writing and testing of new textbooks, full implementation of a national textbook program would require up to a decade. During the five-year project implementation period, the Govern- ment would complete the writing and testing of educational materials for grades 1-4, but would distribute books on a nation-wide or large-scale basis to grades 1-2 only. Implementation would be on a phased basis, with a full year spent in evaluating existing textbooks and writing new ones for each grade, followed by an additional year of experimentation and a third year of large-scale distribution. This approach would ensure that children receiving textbooks in upper grades would have common learning experiences based on ex- posure to the same or similar textbooks in earlier grades. The impact of the textbook program would be carefully evaluated (para. 3.22). 3.20 During implementation of this project item existing textbooks would be evaluated and revised or new textbooks written. Books would then be tested and further revised during a one-year period prior to their general distri- bution. Private enterprises would print and distribute books to urban and rural regional inspectorates, which would then distribute them to individual schools. Special short-term courses in book utilization would be provided to teachers (para. 3.17(c)) whose classes receive books. 3.21 Specifically, the project would finance the writing and testing of educational materials for grades 1-4, the printing and distribution on  - 21 - a national basis of materials for grades 1-2, and the costs of administering the program. To permit experimentation and rapid revision, books would be soft cover and only up to 64 pages in length; three to four such small books would be provided to each student. On this basis, it is estimated that up to 800,000 books would be distributed during the project implementation period (Table T-10). During negotiations the Government gave assurances that (a) by October 1, 1978, the Consultative Committee and the IPN will jointly prepare a plan, satisfactory to IDA, for the implementation of the educational materials component of the project, including organizational, staffing, and financial aspects; (b) Implementation of this component will begin by April 1, 1979; and (c) teachers whose classes receive books will receive special training courses acceptable to IDA to ensure appropriate classroom utilization of books. A condition of disbursement for printing and distribution of text- books on a nationwide scale would be the completion of a study on linguistic issues in primary education (para. 3.22) and the establishment of an official policy on the language of instruction in primary schools. Evaluation and Studies 3.22 This project item would support the implementation of the following: (a) Evaluation. The effectiveness of teacher training, radio educa- tion, and book distribution implemented under the project in introducing new curricula and in improving primary school student achievement and reten- tion would be evaluated by the IPN and an external university or research institution. (b) Language Study. The appropriate respective roles of the Creole and French languages in primary education would be examined, in order to assist the Government in determining a language policy for primary education. The study would include implementation of an experiment in the teaching of of basic first, second and third grade subjects in Creole. The Center for Applied Linguistics and the IPN, with outside technical assistance, would implement the study. (c) School Construction Study. This study would determine ways of fur- ther reducing primary school construction costs through possible use of on- site building materials, fuller community participation, and/or a less costly school design. The study would be undertaken by local and foreign specialists working with Project Unit staff, and would be initiated early in the project period. Up to five prototype buildings might be constructed. (d) Radio Transmission Survey. This study, to be undertaken by local and/or foreign consultants to Radio Nationale, would measure the strength of Radio Nationale's signal, and where the signal is weak, high sensitivity radios would be provided to primary schools. The study would also provide basic data to the Government on needs for additional or more powerful transmitters for night coverage when, because of atmospheric conditions, reception is reduced by at least one-third.  - 22 - Technical Assistance 3.23 In order to ensure that the objectives of the project are met, 20-1/2 man-years of specialist services and nine man-years of fellowships would be provided, as follows: (a) Curriculum Development and Teacher Training (5 man-years). Three man-years to assist in the revision of primary school curricula and syllabi and to advise on programs of teacher training, radio education, and educa- tional materials production; one man-year to assist in the integration of health, nutrition and population concepts into primary and teacher training curricula and syllabi and into non-formal education programs associated with project schools; and one man-year to continue assistance financed under the First Education Project in organizing the teacher training schools and to prepare in-service training programs included in the proposed project. (b) Educational Materials (3 man-years). Two man-years to assist in evaluating existing educational materials and in writing and testing of new or revised materials; and one man-year to assist in producing and distribut- ing educational materials and to help set up an appropriate administrative mechanism,for a continuing national book program. (c) Radio Education (5-1/2 man-years). Three man-years to assist in management of all aspects of radio program preparation and production (this specialist is already in the field under a UNDP program); two man-years to assist in preparation and production of specific programs directed to primary school students and teachers; one-half man-year to assist in developing equipment lists for Radio Nationale and in installing equipment. (d) Vocational and Agricultural Education (3-1/4 man-years). One man-year to assist in the implementation of the new curriculum and syllabi in project vocational schools and in school management and administration; one quarter man-year to develop equipment lists for project vocational school; and two man-years to assist in curriculum development, management, and administration of the project agricultural school, and establishment of a tracer system. (e) Educational Administration (2 man-years). To assist in setting up mechanisms for transfer of rural education from the DARNDR to the DEN. (f) Prolect Unit (3/4 man-year). To assist in preparing equipment and furniture procurement documents and in improving procurement procedures. (g) Pre-investment Studies (I man-year). To assist in school mapping aLnd related studies for preparation of a possible Third Education Project. (h) Fellowships (9 man-years). Two man-years for short-term visits to neighboring countries by members of the Curriculum Unit and Consultative Committee to study innovations in primary and basic education; two man-years for the directors of project agricultural and vocational schools to study administration; and five man-years to Radio Nationale to strengthen the  - 23 - skills of its technical and production personnel. All specialists and their terms of reference and conditions of service would be acceptable to IDA and candidates for the fellowship programs would be selected in consultation with IDA. 3.24 UNDP has programmed financing for 8 of the above 20-1/2 man-years, in curriculum development, materials preparation, and radio education manage- ment, and a memorandum of intention to negotiate a technical assistance program including these experts was signed by the Government, UNDP, and UNESCO on January 31, 1978. The technical assistance personnel selected for the proposed project and their terms of reference should be acceptable to the Association. Since other agencies are also planning technical assistance, the Government, IDA and the agencies concerned should regularly review the needs and supply of technical assistance and upon mutual agreement revise the above program. Any savings made in technical assistance resulting from grant support by other agencies would be utilized for other project-related purposes acceptable to IDA. IV. COSTS AND FINANCING OF THE PROJECT Cost Estimates 4.01 The total cost of the project is estimated at US$12.67 million, as summarized below. Further details by type of expenditure and project item are provided in. Table T-11.  - 24 - Gourdes (millions) a/ US$ (millions) Local Foreign Total Local Foreign Total Primary Education Physical Facilities Rural Basic Schools 5.50 5.15 10.65 1.10 1.03 2.13 Urban Primary Schools 2.00 1.70 3.71 0.40 0.34 0.74 Teacher Training College 1.45 1.15 2.60 0.29 0.23 0.52 Radio Education Production Facilities 1.05 1.95 3.00 0.21 0.39 0.60 Software Curriculum Development 0.56 0.06 0.62 0.11 0.01 0.12 In-Service Training 2.56 0.95 3.60 0.53 0.19 0.72 Educational Materials 1.59 1.36 2.95 0.32 0.27 0.59 Evaluation and Studies 0.27 0.85 1.10 0.05 0.17 0.22 Vocational and Agricultural Education Vocational School Port-au-Prince 1.85 2.20 4.05 0.37 0.44 0.81 Vocational School, Cap Haitien 1.15 1.60 2.75 0.23 0.32 0.55 Vocational Training Center 0.23 0.18 0.41 0.04 0.04 0.08 Agricultural Training School 1.70 1.69 3.39 0.34 0.34 0.68 Technical Assistance 0.30 5.30 5.60 0.06 1.06 1.12 Project Administration 0.65 0.30 0.95 0.13 0.06 0.19 Base Costs b/ 20.90 24.45 45.35 4.18 4.89 9.07 Contingencies Physical 1.90 2.15 4.05 0.38 0.43 0.81 Price 6.70 7.25 13.95 1.34 1.45 2.79 Total Project Costs 29.50 33.85 63.35 5.90 6.77 12.67 a/ Differences due to rounding. b/ Prices estimated as of January 1, 1978.  - 25 - 4.02 Civil Works. Estimated construction costs for primary schools were derived from recent school building contracts under the First IDA Education Project and adjusted for expected price escalation during 1977. All schools would be one-story buildings designed to make maximum use of local materials and reflect economical norms and standards. Urban schools would have elec- tricity and toilets, while rural schools would have only latrines. Thus the estimated unit costs of construction r2nge from about US$77/m of the gross floor area in rural schools to US$97/m for urban schools. A study (para. 3.22) would be undertaken to further reduce construction costs through the possible use of on-site building materials such as stone, fuller community participation, and/or simpler school designs, especially in areas of difficult access. Any savings in construction costs which may result from the applica- tion of the findings of the study would be used for other project-related purposes acceptable to IDA. 4.03 Construction costs for the project technical, vocational, and teacher training schools range from US$97/m of gross floor area to about US$110. Construction costs of 2Radio Nationale studios, including soundproofing, are estimated at US$261/m , based on costs of construction of the main building completed in December 1976 and adjusted for price escalation during 1977. An additional cost factor ranging from 2% to 16% has been added for schools located outside Port-au-Prince to cover transportation costs. 4.04 Furniture and Equipment. Furniture and equipment lists of the primary and teacher training schools are based on lists developed for the First IDA Education Project and are costed accordingly. Costs of furniture and equipment for the vocational and agricultural schools are based on recent costs and lists for similar institutions financed under Bank/IDA projects and appropriately adjusted to the Haitian context. Equipment costs of Radio Nationale are based on international standards for radio equipment. Imported equipment and furniture would be exempt of customs duties and are costed accordingly. 4.05 Other Items. In-service teacher training costs are based on actual costs of ongoing programs in Haiti and average US$183 per graduate of the upgrading courses to be offered over a two-year period and US$381 per graduate of the normal school equivalency courses provided over a three-year period. Costs of the educational materials component are based on estimated costs of contracts with authors, testing, production, and distribution. Printing costs of educational materials are based on informal quotations by local and foreign publishers and average US$0.25 for a softcover 64-page book. Imported paper and ink would be exempt of custom duties. Costs for curriculum develop- ment include salaries, honoraria, and seminars during the project period. The costs of technical assistance specialists have been estimated at US$50,000 per man-year. Fellowships for studies abroad have been estimated at an average of US$10,000 per man-year. Contingency Allowances 4.06 Physical contingencies are estimated at 5% for in-service teacher training, technical assistance, and project administration and 10% for all other items. Expected annual price increases for local costs of all items are estimated as follows: 12% in 1978, 10% in 1979/80, and 8% in 1981/82.  - 26 - Recent increases in costs of imported items in Haiti have been higher than average world-wide inflation. On this basis, annual increases in foreign costs of construction, site works, and professional services are estimated as follows: 15% in 1978, 12% in 1979/80, and 10% in 1981/82. Increases in the foreign costs of other iteJms are estimated at: 10% in 1978 and 8% in following years. Physical contingencies represent 9% of base costs, and price contingencies, 28% of base costs plus physical contingencies. Total contingen- cies would be US$3.6 million, or 28% of total project costs. Foreign Exchange Component 4.07 On the basis of experience with the First Education Project, the foreign exchange component is estimated at 30% for site works, 45% for con- struction, 95% for equipment, 70% for furniture, 95% for technical assistance and fellowships, 10% for professional services, teacher training, and curricu- lum development, 75% for studies, 45% for educational materials, and 25% for project administration. The total foreign exchange component of the project is estimated at US$6.8 million, or 54% of total project costs. Financing of Project Capital and Recurrent Costs 4.08 The proposed project would require US$2.2 million in counterpart funds over the five-year period of implementation (1977-82), as follows: US$ Million Percent IDA Credit 10.00 79 UNDP Grant .47 4 Government Contribution 2.20 17 Total 12.67 100 During this period all educational investments supported by external agencies will require about US$7.5 million in counterpart funds (para. 2.27). Given recent government efforts to mobilize resources for the implementation of priority investment programs, this requirement would be within the capacity of the government to finance. 4.09 The proposed project would increase recurrent expenditures for educa- C'nn by about 1.5% per year. This figure would be one-seventh of the expected owth rate in overall recurrent expenditures for education of 10.7% per year (in constant 1977 dollars), which would occur through implementation of Gov- ernment plans for enrollment expansion, improved quality, and higher teacher salaries (see Table T-7). Since over the same period total budgetary recur- rent expenditures would grow at between 3.5% to 6%, education's share of total recurrent expenditures would rise from 13% in 1977 to a maximum of 17% in 1982 (para. 2.27). This would not be excessive and would be similar to experience during 1973-76. Nevertheless, the estimates of increases in overall Government budgetary expenditure of 3.5 to 6.0% are based on an assumption that the Gov- ernment will take fiscal measures to increase budgetary revenues and to trans- fer non-budgetary revenues to the budget. As under the First IDA Education  - 27 - Project, the Government and IDA will jointly review educational reform plans and programs, overall policies, and the availability of funds for carrying out proposed programs, with particular emphasis on needs for increases in edu- cational expenditures to ensure adequate teachers' salaries and sufficient educational materials for improved quality. During negotiations the Govern- ment gave assurances that it will provide sufficient funds to meet recurrent costs required to operate project schools. V. PROJECT IMPLEMENTATION Project Administration 5.01 The Project Unit established under CONADEP to implement the First IDA Education Project would also be responsible for overall administration of the proposed project and for liaison with other relevant Departments and parties and the Association. While the core staff of a project director/ engineer, educator, accountant, and procurement specialist has performed well in implementing the First Education Project, the demands of the proposed project would require appointment of additional personnel, including a deputy director in charge of educational matters, an architect, accountant, and procurement officer. Costs for additional equipment for the Project Unit and key project personnel, as well as for a rural community development agent and four assistants (who have been organizing communities for site and school preparation under the First Project and would continue under the Second Project), all amounting to US$190,000 (net of contingencies), have been included under project administration. 5.02 The Consultative Committee and Curriculum Unit would be responsible for ensuring the full integration of curriculum development, teacher training, radio education, and materials production activities. In addition, (a) the high level representatives of the Ministries of Education and Agriculture selected under the First IDA Education Project to advise on educational aspects of implementation and for liaison with the Project Unit would continue under the proposed project; and (b) Radio Nationale would appoint an official respon- sible for aspects of implementation related to radio education and for appro- priate liaison with the Project Unit. Prolect Implementation Fund 5.03 As under the First IDA Education Project, to ensure the timely avail- ability of counterpart funds for the execution of the project, a project imple- mentation fund would be established. The fund would have an initial deposit of US$200,000, and the Government would make subsequent quarterly advance payments as needed. Withdrawals from the Credit Account would be credited directly to the fund. This fund would be audited on an annual basis by auditors acceptable to IDA. A condition of credit effectiveness should be the establishment of this fund.  - 28 - Implementation Schedule 5.04 To assist in the effective and timely execution of the project, an implementation schedule has been prepared (Charts C-5 and C-6). This schedule was discussed during negotiations and it was mutually agreed that the schedule would be updated on a regular basis and used as a project implementation and monitoring tool. Professional and Technical Services 5.05 Consultants acceptable to IDA would be appointed for architectural design and construction supervision, and for assistance in preparing and eval- uating civil works. With the assistance of consultants, the Project Unit would expand the agreed project implementation schedule, and would determine, inter alia: (a) educational standards and specifications for preparing designs; (b) basic construction standards and building materials to be used; and (c) the unit costs for the project institutions. Technical review committees established under the First Education Project would continue to analyze and review architectural designs and equipment and furniture lists and specifica- tions and certify that they meet economic and functional standards and costs and the educational objectives of each project institution. Sites 5.06 The sites selected for the teacher training school, secondary vocational schools, vocational training center, and the educational radio studios are acceptable to IDA and owned by the Government. Sites for 8 rural and 6 urban primary schools and for the agricultural training school have been tentatively selected by the Government for review by IDA. Additional sites would be selected in accordance with criteria acceptable to IDA and acquired as and when needed in order to avoid any delays in construction. Maintenance 5.07 During negotiations the Government gave assurances that it will adequately maintain and repair all equipment, furniture and buildings provided under the project. To that effect, the annual budget for each completed pro- ject school will include a sum of funds equivalent to at least 1% of the replacement cost of construction during the first four years of school opera- tion and 1.5% thereafter (except for rural primary schools, for which main- tenance of buildings will be a community responsibility) and 5% of the cost of equipment, for maintenance of physical facilities. Procurement 5.08 Contracts for the procurement of furniture, equipment, textbook printing, and bulk purchase of building materials and paper would be awarded on the basis of international competitive bidding, in accordance with Bank/IDA Guidelines, except that: (a) furniture and equipment which cannot be grouped in packages of at least US$25,000 or more would be procured on the basis of local procedures acceptable to IDA; and (b) if feasible, furniture for the  - 29 - vocational training center would be manufactured by students of the INFP and CPFP. Procurement under the above procedures would not, in aggregate, exceed US$230,000, or about 10Z of the total cost of furniture and equipment. Domestic furniture and equipment manufacturers, tendering under international competitive procedures, would be allowed a preferential margin of 15% of the CIF costs of competitive imports or the current applicable import duty, which- ever is lower. Civil -orks contracts, with the exceptions noted below, would be awarded on the basis of competitive bidding in accordance with local proce- dures acceptable to IDA. Since project civil works are of small size and physically dispersed, foreign contractors are not expected to participate, but they would not be precluded from bidding. Site development for rural basic schools would be undertaken by local communities under Project Unit supervision. In addition, as an experiment, up to five rural basic schools in areas of difficult access would be constructed under "force account" methods using community labor and on-site building materials. Estimated amounts under the various procurement categories are: international competitive bidding, US$3.1 million; local competitive bidding, US$5.1 million; force account for construction, US$.4 million. The remainder of the project (US$4.1 million) would be under negotiated contracts for professional and technical services and reimbursements for approved activities undertaken by Government agencies. Disbursements 5.09 The proposed IDA credit of US$10.0 million would cover 79% of total project costs. UNDP would finance about US$470,000 for technical assistance, or about 4% of project costs. The credit would be equivalent to 100% of for- eign costs other than those financed by UNDP and 63% of local costs, and would finance: (a) 100% of foreign expenditures for imports or 85% of expen- ditures for locally-procured equipment, furniture and building materials; (b) 100% of total expenditures for technical assistance (other than that portion financed by UNDP), studies, curriculum development, project adminis- tration, educational materials and in-service teacher training; and (c) 64% of total expenditures for site works, construction, and professional services. The credit would be disbursed over a period of five years (Table T-12). Retro- active financing of US$200,000 in respect of expenditures since September 1, 1977, for professional services, studies, technical assistance, and project administration would be provided. VI. BENEFITS, RISKS., UNCERTAINTIES, AND EVALUATION Benefits 6.01 The proposed project offers an opportunity to continue and expand the First IDA Education Project objectives of correcting inequalities of access, improving the relevance and increasing the internal efficiency of primary education; and to initiate assistance to expand the supply and improve the productivity of key skilled and semi-skilled industrial workers, agricul- tural technicians, and farm leaders. Full implementation of these goals would  - 30 - assist in making the Haitian educational system an instrument more fully capable of providing the population with basic knowledge and skills needed for improved productivity and better living conditions. Risks and Uncertainties 6.02 The technical risks in implementing the primary and basic education component of the proposed project are moderate, since the project builds on institutions such as the IPN, the Curriculum Unit, the radio education group, and the Project Unit, which have already successfully initiated key programs. Risks in the educational materials program, which would be an innovation in Haitian public education, would be minimized through provision of technical assistance and through establishment of a feasible implementation schedule based on careful preparation and testing of new materials. While new primary curricula and syllabi have not yet been written, the Curriculum Unit has proved its capability through completion and implementation of the new teacher training curriculum. In order to further reduce project risks and uncertain- ties, the Government gave assurances that it will initiate action by October 1, 1978 to implement its decision to transfer rural education to the DEN. The technical risks in implementation of the vocational and agricultural component of the project are also moderate because of demonstrated cooperation between the INFP and the DEN and between ONAAC and the DARNDR and because of ongoing complementary technical assistance to be provided by IDA, ILO and CIDA (paras. 2.19 and 2.22). 6.03 The main risk for project implementation concerns the need for adequate financing of primary teachers' salaries and of operating budgets for project vocational and agricultural schools. Under the proposed project, this risk would be minimized by covenants regarding teacher salaries and operating costs. The problem of inadequate expenditures for recurrent costs is not confined to education, but also affects high priority development programs in agriculture, health, transportation, and the like. Its long-term resolution depends on continued Government implementation of fiscal reform measures. Evaluation 6.04 Because of the innovative nature of the primary school component, an external institution working jointly with the IPN would evaluate the effectiveness of teacher training, radio education, and educational materials programs in improving primary school relevance and efficiency. In addition, the IPN and Radio Nationale would regularly conduct informal evaluations to improve their programs and the vocational and agricultural schools would initiate tracer systems designed to follow up on graduates' work activities and to assist accordingly in program and curriculum revision. Within six months of the closing of the Credit Account, Government would prepare a Project Completion Report.  - 31 - VII. AGREEMENTS REACHED AND RECOMMENDATION 7.01 During negotiations the Government gave assurances on the following: (a) utilization, staffing, and average class size of project primary schools (para. 3.05); (b) action to initiate the transfer of rural primary and teacher education to the DEN (paras. 3.05 and 6.02); (c) utilization of a common curriculum and employment of graduates of the project teacher training college (para. 3.06); (d) transfer of the radio education service from DARDNR to Radio Nationale and the expected minimum number of hours of educa- tional broadcasts by 1981 (para. 3.08); (e) responsibility of INFP to develop curriculum and train teachers for project vocational schools, employment of trained teachers by these schools, provision of adequate funds for their operation, and preparation of a tracer system for these schools (para. 3.11); (f) preparation of a plan for operation of the project voca- tional training center (para. 3.12); (g) administration of the project agricultural school and preparation of a tracer system for this school (para. 3.14); (h) terms of reference and membership of the Curriculum Unit and annual review of its activities (paras. 3.15 and 3.16); (i) preparation and implementation of a plan for the educational materials component of the project and provision of train- ing courses to teachers whose classes would receive books (para. 3.21); (j) terms of reference and selection of technical assistance specialists and fellowship recipients (para. 3.23); (k) annual review with IDA of Government educational plans and programs (para. 4.09); (1) appointment of additional Project Unit staff (para. 5.01); (m) appointment of representatives from the DEN, DARNDR, and Radio Nationale for liaison with the Project Unit (para. 5.02);  - 32 - (n) continuation of technical review committees established under the First Education Project (para. 5.05); (o) selection of project school sites (para. 5.06); (p) provision of adequate funds for maintenance and operating expenses of project schools (paras. 4.09 and 5.07); and (q) preparation of a Project Completion Report (para. 6.04). 7.02 A condition of effectiveness of the Credit Agreement would be the establishment of a project implementation fund with an initial deposit of US$200,000 (para. 5.03). 7.03 The following would be conditions of disbursement for the respective project items: (a) for civil works, furniture and equipment procurement for radio education, evidence that satisfactory arrangements has been made to upgrade Radio Nationale's transmission capacity to 20 kw (para. 3.08); (b) for the in-service teacher training programs undertaken after October 1, 1979, implementation of improved terms and conditions of teacher service (para. 3.17); and (c) for nationwide printing of textbooks, the completion of a study and establishment of a national policy on the language of instruction in primary education (para. 3.21). 7.04 The project constitutes a suitable basis for an IDA credit of US$10.0 million to the Republic of Haiti.  TABLE T-1 HAITI Second Education Project Creation of Employment in Manufacturing-./, FY1973-1976 Other Skilled Total FY Managers Office Workers Professionals Technicians Workers Others Workers 1972/73 78 243 11 72 2,332 3,408 6,144 1973/74 90 152 10 72 1,908 1,916 4,148 1974/75 100 120 19 98 691 827 1,855 1975/76 74 127 4 37 881 1,718 2,841 Average Annual Demand (1972-76) 86 158 11 70 1,453 1,967 3,747 Source: Ministry of Industry and Commerce 1/ Only those enterprises which applied for benefits under the industrial promotion laws (1963, 1969). December 15, 1977  TABLE T-2 HAITI Second Education Project Manpower Requirements, 1985 ('000 persons) Administ. Professionals & Office Sales Agriculture Skilled Service Total & Technicians Workers Workers Workers Workers Workers Others Employment 1950 1,705.1 8.5 9.5 60.5 1,461.2 101.9 59.2 4.2 (100.0) (0.6) (0.6) (3.5) (85.7) (5.9) (3.5) (0.2) 1971 1,969.7 23.9 12.3 199.7 1,434.7 169.5 123.1 6.4 (100.0) (1.2) (0.6) (10.1) (72.9) (8.6) (6.3) (0.3) 1985 2,477.1 72.1 14.4 768.4 1,060.6 280.1 272.1 9.4 (100.0) (2.9) (0.6) (31.0) (42.8) (11.3) (11.0) (0.4) Annual Requirements (1971-1985) 71.3 3.9 0.1 44.1 -1.4 11.5 12.8 0.3 Net 1 36.1 3.4 0.1 40.6 -27.6 7.9 10.6 0.2 Attrition - 35.2 0.5 - 3.5 25.3 3.6 2.2 0.1 Annual Supply (1975/76) Vocational Schools 0.4 0.2 0.1 Technical Schools 0.2 General Secondary 2.4 University 0.3 Source: Population Censuses of 1950, 1971 and Mission estimates. 1/ Assuming that attrition rates would be 2.5X for professionals, technicians and skilled workers and 2.0% for the rest. December 15, 19TT  HAT,T1 L-LE T-3 Second Education Project Page 1
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