Colombia - Education Project

L-O04AJ 552 -CO WEE CO-PY R ESRESTRICTED Report No. TO-660a This report was prepared for use within the Bank and its affiliated organizations. They do not accept responsibility for its accuracy or completeness. The report may not be published nor may it be quoted as representing their views. INTERNATIONAL BANK FOR RECONSTRUCTION AND DEVELOPMENT INTERNATIONAL DEVELOPMENT ASSOCIATION APPRAISAL OF AN EDUCATION PROJECT COLOMBIA July 17, 1968 Projects Department  CURRENCY EQUIVALENTS U.S.. $1 = 16.25 pesos 1 peso = U.S. $o.062 pesos 1,000,000 - U.S. $61,500 UNITS OF LENGTH AND AREA 1 k2m = 0.62 mi 1 m = 10.8 sq ft 1 lan2 = 0.39 sq mi  COLOMBIA APPRAISAL OF EDUCATION PROJECT TABLE OF CONTENTS Paragraph Number BASIC DATA SUMMARY i-xi 1. INTRDDUCTION 1.01 2. BACKGROUND 2.01 3. THE EDUCATION AND TRAINING SYSTEM 3.01 The Structure of Education 3.01 The Administration of Education 3.03 School Enrollment 3.06 Primary Education 3.07 Secondary Education 3.09 Primary Teacher Training 3.23 Secondary Teacher Training 3.24 Higher Education 3.26 Foreign Aid 3.29 4. THE NEED FOR EXPANSION AND IMPROVEMENT OF SECONDARY EDUCATION 4.01 Quantitative Need 4.01 Qualitative Need 4.o6 5. THE PROJECT 5.01 General Description 5.01 Aim and Content 5.04 Administrative Staff 5.14 Teachers 5.17 Cost of the Project 5.19 Building Construction 5.26 Execution of the Project 5.32 Loan and Disbursements 5.36 This report is based on the findings of an appraisal mission, composed of Messrs. M. Hultin, general educator, K. M. Thint, architect, P. Eklund, economist and A. G. Apodaca (FAO), agricultural educator, which was in Colombia during November and December 1967.  TABLE OF CONTENTS (Cont.) Paragraph Number 6. COST OF EDUCATION 6.01 Financing of Education 6.01 Expenditure on Education, 1960-65 6.04 Expenditures on Education, 1965-72 6.0? 7. CONCLUSIONS AND RECOMMENDATIONS 7.01 ANNEXES 1 - Chart - Population Pyramid, 1964 and 1984 2 - Table - Labor Force Participation 1951 and 1964 3 - Chart - Structure of Education, 1967 4 - Graph - Primary School Enrollment S - - Secondary School Enrollment 6 - - University Enrollment 7 - Chart - School Enrollment by Grade in 1965 and 1975 8 - " - Supply and Demand of Qualified Manpower 9 - Table - Present and Projected Secondary School Enrollment in Project Towns and in INEM Project Schools in 1965 and 1975 10 - - Breakdown of Project Costs 11 - - Schedule of Accommodation 12a - Graph - Construction Progress and Estimated Expenditure 12b - Table - Breakdown of Costs and Estimated Expenditure 13 - 1' - Total Recurrent and Capital Expenditure on Education (1965) 1k - Graph - Central Government Recurrent Expenditure on Education by Main Sector 15 - - Local Government Recurrent Expenditure on Education by lain Sector 16 - Table - Projected Recurrent and Capital Expenditure on Public Education by Level of Education 17 - Graph - Central and Local Governments Total Expenditure, Tax Revenue and Expenditure on Education MAP - Colombia, Showing Population and Secondary Schools Distribution  COLONIBIA BASIC DATA - 1966 Size of Country: 1,139,000 km' Population: 19 million Growth: 3.2% p.a. Population of principal cities growing at rates of 4-10% p.a. Gross Domestic Product: US$4,450 million equivalent Growth: Average 1960-65 4.5% in real terms 1966 5.3% GDP Per Capita: US$250-270 Growth: Average 1960-65 1.5% p.a. in real terms 1966 2.0% Primary school enrollment as percentage of appropriate age group (1965): 64% Secondary school enrollment as percentage of appropriate age group (1964): 15% Literacy rate (1964): 73% Annual total education expenditure per capita (1965): US$13.0 Total private and public education expenditure as percentage of GDP (1965): 3.9% Total public education expenditure as percentage of total government expenditure (1965): 18% Exchange Rates: 1965 US$1 = Colombian pesos 9.81 1966-1967 US$1 = Colombian pesos 16.25 (capital market rate)  COLOMBIA APPRA1AL OF EDUCATION PROJECT SUMMiJARY i. The Government of Colombia, has made a request to the International Bank for Reconstruction and Development for a loan to expand and improve secondary education. ii. The proposed project, comprising the construction and equipment of ten secondary schools, would introduce a new concept of education to Colombia: comprehensive schools that prepare students both for the labor market and further studies. The schools would emphasize that science, agriculture, engineering and commerce form part of general education as well as constituting prevocational training. iii. Total enrollment would be 48,0oo students, half attending during the morning and the other half in the afternoon. Annual output at the senior secondary level would be 7,300 of which 75 percent would have pre- vocational training in agriculture, engineering, commerce or social services. iv. The large enrollment at each school (due to two-shift working) would allow efficient use of staff and a high student:teacher ratio of 25:1. Further economies would be achieved by the employment at high utilization factors of language la.boratories and well-equipped workshops and science departments. Space would be included and designed to permit future use of instructional television. V. The ratio of applicants for admission to the project schools to the number of available seats would be sufficiently high to provide entrants of adequa.te quality. Graduates of the project schools should meet no employment problems. vi. The supply of administrative, counseling and teaching staff would be satisfactory if training programs presently under way are fully executed. vii. Competent architects, engineers and contracting firms are availa7ble in Colombia. viii. Estimated costs for construction, furnit-re and equipment a-re reasonable. Procurement for these items would follow international competitive bidding. ix. The government has agreed to establish a. unit to implement the project with responsibility for physical construction, staff training and curriculum revision. Execution would be based on a PERT analysis. x. The proposed project would cost about US$15.2 million equivalent over an implementation period of four years, 1968-71. The foreign exchange component is estimated at US$5.4 million equivalent. The capital contri- bution and recurrent costs raised by the project are within the capacity of the government.  - ii - xi. The project is suitable for a Bank loan in the amount of US$7.6 million equivalent, which would cover the whole of the foreign exchange component plus 22 percent of the local cost and be equal to 50 percent of the estimated total project cost. The term of the loan would be 25 years including a grace period of 10 years.  COLOWIBIA APPRAISAL OF EDUCATION PROJECT 1. INTRODUCTION 1.01 In October 1967 the International Bank for Reconstruction and Development received a request from the Government of Colombia for finan- cial assistance to construct ten large comprehensive schools. Prior to the request, Unesco had identified the need for an expansion of secondary school facilities, to follow a comprehensive system. This was followed by an extensive and lengthy preparation since the introduction of compre- hensive schools would imply a substantial change from the current educa- tional system in Colombia. Unesco and USAID missions assisted the gov- ernment in the preparation of the project for presentation to the Bank. 1.02 This report is based on the findings of an appraisal mission, composed of Messrs. M. Hultin, general educator, K. M. Thint, architect, P. Eklund, economist,and A. G. Apodaca (FAO), agricultural educator, which was in Colombia during November and December 1967. 2. BACKGROUND 2.01 Colombia has an area of 1,139,000 km2, about twice that of France, and some 19 million people. The population is concentrated in the coastal plains and the mountain highlands of the western half of the country (see map). Population growth has become a serious problem, rising from an annual rate of 2.1 percent in the 1940's to an officially estimated current rate of 3.2 percent per year. If this rate is sustained, Colombia would double her population each 22 years, but a five-year family planning program, 1968-72, will cover urban as well as rural areas and is expected to lower the birth rate. 2.02 The rapid increase in population has caused a downward shift in the age distribution. In 1951, those aged 15 and under formed 39 per- cent of the population. This proportion rose to 46 percent in 1964 (Annex 1). As a result of this shift, plus an increased school enrollment, a declining percentage of the population participates in the labor force; between 1951 and 1964, the labor force declined from 34 percent to 29 per- cent of the population (Annex 2); in other words, 29 percent of the popu- lation had to support the 71 percent economically inactive in 1964. 2.03 Another demographical force at work in Colombia is a shift of population from rural to urban areas. Between 1951 and 1964, the rural population decreased from 61 percent to 48 percent of the total and it is expected that this rural-urban migration will continue. Contributing factors are the discrepancy between wages in agricultural and urban sectors and the widespread unemployment in the countryside.  - 2 - 2.04 The growth rate for the Gross Domestic Product (GDP) averaged 4.5 percent over 1960-65; growth of GDP was 5.3 percent in 1966. In- vestment by the Central Government has increased considerably during the last two years (1966-67). The investment program has focused on projects of high priority and project execution has been improved through reorga- nization of the major agencies involved. Further increases in public investment are expected, with one objective, the attainment of higher productivity in industry and agriculture. GDP is expected to grow 6 per- cent per year. The Government plans to continue the existing framework of exchange, monetary and wage policies, which are given credit for helping to improve the balance of payments situation in 1967 and reducing inflation from an average of 17 percent in 1962-66 to 7 percent last year. 2.05 An increasing and properly trained part of the economically active population must become engaged in manufacturing, construction, transport and similar activities, if the projected economic growth is to be achieved. Also, a low productivity in agriculture must be raised through an improvement of management and of the labor force. The table below shows the economically active population by main sectors in 1964 and the projected distribution in 1970. Projected Labor Force Shifts 1964 (5.1 million) 1970 Economically Economically Active Active Population GDP Population Agriculture, Forestry and Fishing 47.3 31.4 41.9 Mining 1.6 3.6 1.1 Manufacturing and Construction 17.1 21.6 21.0 Transport, Communications, Commerce and Services 34.0 43.4 36.0 100.0 100.0 100.0 3. THE EDUCATION AND TRAINING SYSTEM The Structure of Education (Annex 3) 3.01 Primary education lasts five years. An entrance examination qualifies for admission to secondary schools. General secondary edu- cation is divided into a four-year junior course (Plan Basico) followed by a two-year senior course (Bachillerato). The senior secondary course is essentially for university aspirants.  - 3 - 3.02 Primary and junior secondary school leavers are offered voca- tional education of several types. Higher education is available at universities and specialized post-secondary institutes. The Administration of Education 3.03 Colombia has a mixed system of national, departmental, municipal and private education. Departments have semiautonomous governments; the central government also has limited supervisory authority over non-govern- mental education. Many school administrative posts are filled by political appointment. The result is a considerable disparity in school quality. 3.04 At the national level, the Ministry of Education is the most im- portant agency. There is need for better administrative leadership from the center but, with the assistance of Unesco, the administration of the Ministry is being reorganized to improve supervision and to foster educa- tional planning, teacher training, curriculum reforms and modern school construction. Assurances have been obtained fran the government that this reorganization and reform will be completed. 3.05 The Ministry delegates the planning and execution of school pro- jects to a semiautonomous agency, the Oficina Administrativa para Progra- mas Educativos Conjuntos (OAPEC). The need for administrative improvements within OAPEC has been apparent for some time; by the end of 1966, the agen- cy had utilized only 17 percent of available investment funds. More flexible budgetary practices are needed. OAPEC is now being reorganized with USAID assistance and a new, larger staff is being recruited. Higher efficiency is, therefore, expected. The Ministry of the Interior also finances some school construction through the Gommunal Action Program, which will be coordinated through the Ministry of Education in the future. School Enrollment (Annexes 4, 5, 6, 7) 3.06 Past and projected enrollments in education are as follows: 1955 i965 1975 Primary Education 1,240,000 2,270,000 4,060,000 Enrollment as Fraction of Age Group 54% 6L% 81% Secondary Education 119,000 40h,00O 1,303,000 Enrollment as Fraction of Age Group 7% 15% 37% Higher Education 13,000 43,200 199,000 The projected primary school enrollment of 81 percent in 1975 is appropriate. Secondary school enrollment in Colombia is still low for a country of its stage of development. Comparison with some other American countries is given in the following table:  Secondary School Enrollment as a Percentage of Relevant Age Group Country Percentage Guatemala 9% Colombia 15% Mexico 17% Brazil 22% Venezuela 28% Argentina 40% U.S.A. 93% The estimated increases in secondary and higher education are based on social demands for education and include expansion in the private school sector. The private school sector's contribution to economic development is limited, however, for reasons mentioned below. To ensure an adequate degree of re- sponsiveness to economic needs, Colombia plans on a significant expansion of the public schools. Primary Education 3.07 Eighty-six percent of primary education is given in public schools, which are free, and 14 percent in private schools. The average primary school has 96 students. Class sizes, varying from 10 to 70, imply an uneven use of staff and facilities. Urban schools contain 64 percent of the enrollment although only 52 percent of the population is classified as urban. The drop- out rate in rural areas is high, partly because rural schools often go no further than second grade. Only 3 percent of rural students finish primary education as against 44 percent for urban students. About 40 percent of the primary teachers have not received adequate professional training; many work only part-time, while others work extra hours to a degree incompatible with full efficiency. 3.08 The need for improving primary education is recognized by the gov- ernment; some reforms have been implemented, others are being considered. Instructional television has been successfully introduced at the primary level. Double shift working, automatic promotion and coeducation are being introduced in rural areas to make better use of teachers and facilities. A full five- year course will soon be offered in most parts of the country and the dropout rate should then fall. Secondary Education 3.09 In 1965, secondary enrollment was 404,000, of which slightly less than half (48 percent) were girls. Secondary education is spread over the country in small, uneconomical units averaging 140 students. Boarding schools are not common.  3.10 Both public and private secondary students pay fees. The public school fee, ranging between US$2-20 equivalent per year, varies with the parents' income. The fee in private secondary schools is considerably higher at US$60-85 equivalent. It is estimated that only about 10 percent of the population can afford private schools. Since these schools offer 54 percent of available spaces, the fortunate 10 percent have access to 20 times as many secondary school places per capita as the other 90 percent. Colombia thus does not adequately exploit the resources of talents that exist in low income groups, not to mention the possibly adverse social consequences of continuing the present imbalance of opportunity. 3.11 The intake into secondary schools has been fairly high compared to the output of primary schools, mainly due to the proliferation of private secondary schools. The projected improvement of primary education will in- crease the number of primary school leavers and reduce the index of oppor- tunity unless more secondary education is made available at modest fees. Expansion is also needed on manpower grounds (para. 4.04). It should ap- propriately take place in the public sector of education. 3.12 There were 30,800 secondary school teachers in 1965; only 21,600 are considered to be fully qualified. Few teachers are appointed full-time. Most teachers serve two or even three schools and teach many different classes per week. In spite of this, utilization of the teaching staff is low, mainly due to small classes in the upper grades. Necessary steps to improve the situation are a gradual abolition of the part-time teaching system and a systematic upgrading of the teaching force. 3.13 General secondary education enjoys high prestige in Colombia. Expansion over the last decade has raised enrollments to 276,000 in 1965; about 36 percent of the students were girls; output at the two examination levels was 44,000. The rapid expansion has led to an over-utilization of existing schools and many new, mainly private, schools have been established in poor facilities which were not originally intended for school purposes. Despite the high prestige of general secondary schooling, dropouts and repeaters are common - only 25 percent of the entrants finish education. 3.14 With a curriculum based on the humanities, the goal of general secondary education has been almost entirely preparation for university. Syllabuses give very little emphasis to modern society and its needs in agriculture, industry, commerce and social welfare. Student schedules tend to be rigid and over-loaded and examinations encourage rote learning. 3.15 Most public general secondary schools have no laboratories or work- shops. Libraries are inadequate. Equipment for modern teaching is lacking although some schools have recently adopted new methods in teaching mathe- matics and science. There are a few good private schools but the majority are no better than the public schools. 3.16 Almost all graduates from the upper secondary (Bachillerato) level proceed to further education. Of the Plan Basico graduates, about 60 per- cent continue on to the higher forms; the remaining 40 percent go to the labor market where many experience considerable difficulty in finding employ- ment.  - 6 - 3.17 Industrial secondary schools are found in 20 of 22 provinces. In 1965, these schools, of which 85 percent are public, trained 16,500 as skilled workers and a much smaller number as middle-level technicians. The supply of middle-level technicians to the labor market was 700 in 1965 and is expected to increase to 1,700 in 1970 through better use of existing facilities and some expansion of private education. The standard of the industrial schools is low. The graduates have generally found jobs due to the shortage of skilled workers and middle-level technicians of any kind; however, neither students nor employers appear satisfied with the education received. The government considers that the need for more middle-level tech- nicians could be met within a framework of comprehensive education and in- service training courses (compare paras. 4.03 and 3.21) more efficiently than by construction of new vocational schools. 3.18 Agricultural education is offered in 43 public agricultural schools at junior secondary and primary level. Enrollment was 4,000 students in 1965. The typical agricultural school operates in a rented building without laboratories and other special facilities. A 25 ha farm with some equip- ment and livestock is usually available. The quality of the graduates is low. The schools do not meet the demand which is for skilled farmers or middle- level agricultural technicians. Very few graduates take up farming: most proceed to further education and those who enter employment receive inferior posts in public agencies. The agricultural schools have not achieved what has been expected from them and the government will review its policy in this sector. The on-going reform of agricultural education at secondary and post-secondary level should be combined with a gradual reduction of the number of agricultural schools at primary levels. 3.19 Seven agricultural institutes at senior secondary and post-secondary level offer specialized training of a terminal character. Enrollment was 550 students in 1965. The graduates from these institutes are in demand and find well-paid employment but a problem has been the greater prestige attached to entry into the academic schools. However, three of the institutes are being reorganized, expanded and improved under a UNDP Special Fund Project. The introduction of agricultural options into general secondary schools should help to direct students to the institutes, particularly after the latter are upgraded, and so increase the output of agricultural middle-level technicians from 60 in 1965 to 380 in 1970. 3.20 Commercial schools had 49,000 students in 1965; output was 6,400. Three-fourths of these schools are private. Secretarial courses are most common and employers are generally satisfied with the graduates. The overall school output is higher than the estimated manpower requirements for this type of worker but the demand exceeds the supply because 80 percent of the students are girls; some graduates never enter the labor market and others stay only a short time before leaving to marry. There is a lack of facilities for training in modern business methods in accounting and bookkeeping.  - 7 - 3.21 Apprenticeship and on-the-Job training programs are organized by Servicio Nacional de Aprendizaje (SENA), an autonomous government agency. SENA operates 52 training centers as part of the program. The quality of the training is excellent and the courses enjoy a high reputation among employers. The courses vary in length from a few weeks to three years and cover industry, agriculture, commerce and social service. The training program covered 23,100 people in 1965: 9,900 in industry, 4,600 in agricul- ture, 8,400 in commerce and 200 in social services. 3.22 Informal agricultural training is also provided by several other agencies and extension services as, for example, the coffee industry which operates 21 rural education centers. Primary Teacher Training 3.23 In 1965, there were 57,000 students in primary teacher training colleges. These provide a four-year course following completion of primary education and a two-year course based upon a junior secondary course. Girls formed 80 percent of the enrollment. One-third of the colleges are private. The output from the two graduation levels, 5,000 in 1965, is planned to in- crease to 14,000 in 1970. Overproduction of 7,000 primary teachers is fore- seen for 1975 and indicates a need to review expansion plans (para. 4.04). Secondary Teacher Training 3.24 Projections for the decade 1965-75 show that 31,000 secondary teachers should be trained to fill replacement and new posts to meet the projected rise in public secondary school enrollment. The estimated supply from twelve university faculties of education and other institutions is 16,000; this estimate is based on an increase in the annual output from 500 in 1965 to 3,000 in 1975. Three thousand unqualified teachers are at present in the public education system; the majority of whom could be upgraded during the period. Disregarding private school needs, a shortage of 12,000 teachers would still remain. The government will, therefore, start additidnal training programs (paras. 4.04 & 5.18). 3.25 Improved teacher training is expected from the three main univer- sities - Universidad Nacional, del Valle and de Antioquia - which,with the help of a proposed UNDP project, should be able to make significant improve- ments in their physical facilities, reform their curricula and reduce dropout. Higher Education 3.26 In 1965, higher education was given to 37,000 students in 31 national and private universities. Private universities account for 44 percent of the students. In addition, outside the university system, there are numerous post-secondary institutes with a total enrollment of 6,000 students. The out- put of university graduates was 4,500 in 1965. The completion rate is lowest in engineering and education where only one student out of three graduates.  - 8 - 3.27 Higher institutions have multiplied to a point at which acceptable standards cannot be maintained; many of the institutions would not be regarded as offering higher education by international standards. The government is aware of this and a program has been launched, (a) to strengthen the semi- official National University Fund (El Fondo Universitario Nacional) in plan- ning, financing and administration of the universities, (b) to adjust student intake more nearly to manpower demand, (c) to make student admission policy more rigorous, (d) to improve staff training, and (e) to adopt (through legislation) minimum standards of staff and physical facilities. Several agencies are assisting the Colombian Government in this program to improve higher education (para. 3.30). 3.28 The official forecast for enrollment in higher education by 1975 is 199,000. However, a survey of higher education started in 1966 by the University Fund and financed jointly with USAID does not corroborate this figure. On the contrary, such an expansion would result in an over-production of university graduates in a number of fields, even if only public univer- sities are considered (para. 4.04). The future enrollments in higher educa- tion are predicated on the continuing expansion of the secondary system. If expansion at the secondary level should continue to emphasize academic paths of learning, there would probably be no alternative to over-expansion of higher education -- public pressure might demand it. Thus, there is an urgent need to restructure the system and create socially acceptable terminal points below the university level. This could save expensive over-investment in higher learning and provide trained middle-level manpower essential to economic growth. Foreign Aid 3.29 Most foreign assistance for education in Colombia has been con- centrated on higher education with particular emphasis on science facilities, administrative and financial organization, teacher training and agricultural teaching and research. The principal agencies have been UNDP, the Inter- American Development Bank, USAID and Ford and Rockefeller Foundations. 3.30 External assistance is expected to continue with emphasis on second- ary as well as university education. UiNDP is considering a secondary teacher training project in the three main universities. The Inter-American Develop- ment Bank plans to disburse some US$18.4 million equivalent to Colombian universities in 1968 through 1970. USAID is expected to provide continued technical assistance for secondary education (paras. 5.13, 5.15, 5.16). 4. THE NEED FOR EXPANSION AND IMPROVEMENT OF SECONDARY EDUCATIOiN Quantitative Need 4.01 The only general manpower study in Colombia was published in 1964 by Instituto Colombiano de Especializacion Tecnica en el Exterior (ICETEX). This is based upon an incomplete sample with the agricultural and commercial  - 9 - sectors under-represented. The Bank obtained a rmcre satisfactory basis for projecting future manpower demands by using data from the 1964 census which in- cluded a complete inventory of occupations; these were then tabulated by broad economic sectors and educational attainments. The 1965-75 manpower demand pro- jection is based on the Colombia Planning Department estimates of 1965-75 output and productivity by sector. An annual increase of 6 percent in GDP in real terms is assumed. 4.02 In terms of educational investment priorities, the major gaps and re- sulting constraints to further economic development in industry and agriculture are in secondary education. This is supported by discussions with public authorities and private enterprises which confirm that current outputs of middle- level technicians from schools and training centers are too low. 4.03 However, the government plans to restructure the education system in such a way that students move away from academic education into various fields of middle-level vocational training. These plans involve some expansion but more important, a change from the present system where nearly all upper-cycle secondary education is preparation for university entrance to a diversified upper-cycle which, while providing a sound secondary education includes tech- nical options such as industrial, agricultural and commercial subjects. 4.04 The effect of the plans to restructure public education is tabulated below. The estimated aggregate supply at the current rate of school and uni- versity graduates entering the labor market in 1965-1975 is compared with the supply from the proposed expanded system. The table also shows how the labor market demand would be met. Annex 8 gives further details. Demand and Supply of Qualified Manpower 1965-1975 Aggregate 1975 Supply to Labor Market Shortage (-) 1965-1975 of Graduates Surplus (+) Aggregate Labor With With Market Demand At Restructured At Restructured From for Replacements Current and Expanded Current and Expanded Education Level and New Posts Rate System Rate System Secondary (Bachillerato) General and 103,000 111,000 90,000 + 8,000 -13,000 Commercial Agriculture 11,000 2,000 5,000 - g,ooo - 6,ooo Industry 22,000 11,000 22,000 -11,000 - Social Services 3,000 1,000 2,000 - 2,000 - 1,000 Primary Teachers 138,000 127 000 145,000 -11,000 + 7,000 Total 277,000 252,000 264,000 -25,000 -13,000 From Higher Education Teachers 25,000/31,0004J 13,000 16,000 -12,000 -15,000 Others 29 000 1' 57,000 72,000 +28,000 +43,000 Total 71000/60.,0- 70,000 , +oo +16,000 +28,000 7/ The expanded secondary school system would require 6,000 additional teachers.  - 10 - On the supply side the total number of secondary school graduates would in- crease from 252,000 to 264,000. The shortage of middle-level manpower in industry and agriculture would be reduced from 20,000 to 6,000 in the pro- jected period and the ratio of academic graduates to vocational graduates in public schools wqould be reduced from 5:1 in 1965 to less than 2:1 in 1975. The possible expansion of private secondary education is not con- sidered in the table. It is the experience that such expansion would take place in general and commercial education, which would close the gap of 13,000 in that sector in 1976. There would be a considerable over-supply of primary teachers and an even greater surplus of high level manpower. This surplus remains even if a number of graduates in other sectors of high- er education are used to cover the short-fall in the number of secondary school teachers. 4.05 Even allowiing for the limited accuracy of manpower projections, the government's secondary school program with high emphasis on vocational subjects is justified. The intake to primary teacher training colleges and higher education must, however, be restricted. Qualitative Need 4.06 A qualitative improvement of Colombia's secondary school system is needed. The number of repeaters, dropouts and failures must be reduced. The comprehensive school system with emphasis on science and prevocational and vocational options which is being introduced by the government should provide the improvement needed but also necessitates modern facilities and well-trained teachers. 4.07 Few of the existing secondary schools in Colombia would be suitable for conversion into comprehensive schools. They occupy rented private houses and cannot be remodeled or expanded to provide for adequate teaching of a curriculum with practical as well as academic subjects or permit an economical student:teacher ratio. Very few schools - vocational or academic - have the necessary equipment for teaching modern courses in science, agriculture, engineering, commerce or social services. 5. THE PROJECT 5.01 The proposed project would comprise the construction and equipment of ten comprehensive secondary schools (Institutos Nacionales de Educacion Media, INEI). There would be six main study options: humanities, science, engineering, agriculture, commerce, social service. Total enrollment of these schools would be 48,000 students. The schools would be two-sessional, with half the students attending in the mornings and the other half in the afternoons. Estimated annual output would be 7,300 bachilleres, three-fourths of whom would be in prevocational streams. All schools would be day schools. A total of ten staff houses would be included. The cost is estimated at US$15.2 million equivalent, including a foreign exchange component of us$5.4 million equivalent. The project would be implemented during 1968-71, and the schools would be fully utilized with double shifts in 1975.  - 11 - 5.02 The government has proJected an increase in public general second- ary school enrollment from 119,000 in 1965 to 300,000 in 1975. The ten INEM project schools would provide 27 percent of the new places. The government has planned to construct an additional nine INEM schools with 35,000 students in a second phase; comprehensive education would then be offered to 28 per- cent of all students in public general secondary education in 1975. 5.03 All project schools would offer a six-year course and would be co- educational. They are located in departmental capitals and enrollments vary with the population of the catchment areas for each school from 3,140 to 6,o80 students per school (Map, Annex 9). These large enrollment figures would permit significant economies, not only in physical construction, but also in administration and staffing. There would be a high utilization of teaching facilities and consequently a low cost per student. The educational program offered would be more diversified and the staff would encompass more special- ized skills than is possible in smaller schools. Aim and Content 5.04 The education program in the INEMI schools would differ markedly from the existing school programs in Colombia. A number of general subjects5 such as Spanish, foreign languages, social studies, mathematics, science, arts and physical education, would be core subjects but vocational orien- tation and study methods would also belong to this common core. All sub- jects would be compulsory in the first two grades but there would be an in- creasing number of options in the higher grades, with approximately 40 per- cent of the time devoted to specializations in various fields, such as humanities, science, mechanical and electrical science, industrial chemistry, construction, agriculture, secretarial courses, accounting or social services. Guidance counsellors would assist the students in choosing suitable options and remedial teachers would be available for special tuition. 5.05 The schools would not all have the same options. Overall, however, student placement or choice among the various streams would conform with es- timated labor market demands and take cognizance that almost half of the stu- dents would be girls. The distribution of students between options would be approximately as follows: Humanities 11% Science 12% Engineering 24% Commerce 30% Agriculture 13% Social Services 10% 5.06 The graduates from these prevocational streams should not be regarded as fully trained. Further training would be required, either on- the-job or in courses to be organized by SENA or agricultural organizations. They would, however, have had a good induction into skills as a basis for further training. Commercial graduates would be an exception in that they could, in general, enter employment upon leaving school.  - 12 - 5.07 The close cooperation of agriculture, commerce and industry will be required to keep the practical courses up-to-date and suited to employment needs. These requirements, plus the general need to develop close links with employers, would be met by the establishment of local advisory committees comprising representatives of public and private agencies and enterprises. The committees would also be valuable links with the community, advising the school on practical subjects, assisting with vacation employ- ment and with placement after graduation. The Banlt has received assurance from the Government that such committees will be formed for all project schools. Further, the proposed school design will permit future use of computerized educational data processing to raise administrative efficiency. 5.o8 The schools would also cooperate with SENA and agricultural institutes in order to keep their subject matter up-to-date and, where practicable, complementary. Where INEM schools are located close to SENA and agricultural training centers, it might be advantageous to hire part-time instructors from these organizations. 5.09 The curricula, of INEM schools would minimize the unpopularity which attaches to vocational education at the secondary level. The practical streams would offer prevocational training, thus preparing students for employment or further technical training, but these streams would also include sufficient academic education to enable students to proceed to post-secondary institutes or universities. 5.10 About one-fourth of INEM students are expected to choose academic streams. The curricula in these streams would differ from the existing general secondary schools in that, in the first two years, there would be mandatory courses in agriculture, engineering, commerce or social services added to the academic subjects in order to give academic students an under- standing of and interest in economic pursuits. These practical courses would be regarded as part of general education, just as are courses in philosophy, history, etc. 5.11 At the end of the six years, all successful students would receive a bachillerato degree, regardless of option. It is essential that the universities in Colombia should formally recognize the degree awarded by these schools and an assurance to this effect has been received. 5.12 The physical facilities and equipment of the INEM schools will support the practical subjects contained in the curricula. There will be separate laboratories for each science subject, language laboratories, office practice rooms and workshops for each engineering subject. Some rooms will be designed so that they can be combined for large-group team- teaching. Other provisions will also be made for future use of instruc- tional television in the project schools. As stated earlier, these modern facilities would have high utilization ratios because of the size of each project school. 5.13 The preparation of new curricula for the INEM schools has already begun with technical assistance from USAID and this assistance is to continue. Assistance and cooperation will be secured from SENA and inter- ested employer groups (para. 5.08). It is important that the revised syllabi should be completed in early 1969.  - 13 - Administrative Staff 5.14 Because of their size, the DIEM schools will be able to provide administrative services that are not found in the existing secondary schools. As an example, the largest of the project schools, in Bogota, would have 6,080 students and 240 teachers with the student body divided into separate administrative sub-units of 1,000 students (500 in each shift). It would have a non-teaching staff of 140 including principal, 6 vice-principals, administrative director, librarian, counsellors, health, clerical and main- tenance personnel and provide various kinds of specialized service. Even so, the student:staff ratio would be 45:1 against the 30:1 ratio found in existing secondary schools. The administrative services at the Bogota school would thus be better and cheaper than is found in the small existing schools. 5.15 The size and administrative complexity of each project school under- lines the need for highly skilled administrators. USAID has launched a training program for Colombian school administrators; 17 Colombians are now on a one-year course in the U.S.A. Additional administrators will receive similar training in 1969. 5.16 School guidance and counselling is a relatively new concept in Colombia. Some universities have courses for preparing guidance counsellors but over the short-term there is a good case for sending counsellors abroad for training. Therefore, approximately 16 counsellors would be trained in 1968 and 1969 through USAID in a University of New Mexico program. Teachers 5.17 A valuable feature of the INEM schools would be the diversified teaching staff and again, due to economies of scale, the use of the teaching force would be efficient; the student:teacher ratio would be 25:1, as com- pared with 13:1 in existing schools. The majority of the INEM teachers would be employed full-time. 5.18 The government is expanding the training of secondary teachers within the regular university framework (para. 3.24). Special accelerated training courses are, however, needed for the INEM schools. They would in- volve upgrading 1,000 secondary teachers selected from schools all over Co- lombia, training 750 professionals from other careers, and special courses for 1,750 university students. This program, for which a schedule has been prepared, would start with 1,000 participants, no later than 1968, in the three main universities. Assurances as to its implementation have been ob- tained from the Colombian Government. Cost of Project 5.19 The estimated capital costs of the various components of the pro- ject are shown in the table (Annex 10 gives further details). The total cost of the project would be the equivalent of US$15.2 million with a foreign exchange component of US$5.h million equivalent.  Estimated Costs by Major Categories of Expenditure Foreign Total Exchange US$ Million Total US$ Million Equivalent as L Equivalent Construction Academic and communal facilities 6.80 45 1.22 Staff housing 0.05 - 0.01 Site development 1.17 8 0.12 Professional fees 0.59 14 Sub-total 8.61 57 1.35 Furniture 1.58 10 0.40 Equipment 3.04 20 3.04 Sub-total 4.62 30 3.44 Contingencies 1.92 13 0.64 Total cost of project 15.15 100 5.43 5.20 The Government of Colombia is providing the sites without cost to the project. Suitable sites have been selected for all 10 schools but not all have been acquired. To assure prompt start of construction, acqui- sition of sites for the project schools would be a condition of effective- ness. 5.21 The construction cost estimates for the proposed project have been derived from recent school building experience in Bogota, with data on square meter costs adjusted for the particular type of space involved and regional differences in costs. The average building cost per m at US$44 equivalent includes an allowance for earthquake protection. Based upon recent price trends (para. 5.27), an allowance of 7 percent is included to cover the anticipated real rise in building costs during the implementation period of four years. A further 10 percent has been allowed for unforeseen construction and site development costs to make a total contingency allowance of 17 percent. Specific building costs would differ from the average de- pending on regional variations. 5.22 Equipment and furniture lists have been reviewed and are reason- able in scale and estimated costs. A contingency provision of 12 percent is included to meet the possibility of rising costs. 5.23 Schedules of acc2mmodation (Annex 11) give an average gross area per student place of 6.6 m ; this is economical for this type of school. Classrooms, laboratories and workshops are for classes of 40 students; the  - 15 - average space utilization, 55 periods -i week, is very high, due to the double- shift system. The gymnasium will be multi-functional, serving also for group teaching, examinations and as a snack area. Due to the size of the schools and site limitations, it is expected that most schools will be designed as two or three story buildings. The accommodation schedules allow for double shift use of the schools and a clause has been included in the proposed loan agreement to ensure that double shift working is employed. 5.24 On a double-shift basis, excluding contingencies site development and professional fees, the construction cost per pupil is US$140; furnitura cost per pupil is US$33; and equipment cost per pupil is US$63. The total capital cost per pupil at US$275 equivalent, is reasonable for this type of school. The total capital cost per pupil would be much higher, about US$460, if these schools were to function an a single-shift basis (35 perioc a week space utilization). The foreign exchange component of US$5.4 million equivalent is about 36 percent of the total project cost and this component is estimated at 18 percent of construction, 10 percent of site development, 25 percent of furniture and 100 percent of equipment. 5.25 It is estimated that the recurrent costs generated by the proposed ten schools would amount in 1965 prices to pesos 56 million per year by 1972. However, the mission regards the budgeted salaries for teachers in the pro- ject schools as too low to attract the necessary number of competent teachers on a full-time basis. This adjustment might raise recurrent costs to pesos 70 million in 1972, about US$113 1/ equivalent, per pupil each year which is reasonable and within Colombia's financial capacity. (Paras. 6.06, 6.09). Building Construction 5.26 The standards cf architectural design and building construction vary considerably throughout the country; imaginative design and good con- struction are found in Bogota and the larger towns. There are no national building by-laws but larger towns have safety and health regulations. Ar- chitectural and engineering practice follow acceptable procedures. 5.27 The construction industryts share in GDP represents only about 3 percent. In recent years the total building activity has decreased from 3 percent of GDP in 1960 to 2.6 percent in 1966. Construction costs have remained fairly stable. During 1960-66, material costs increased by an average of 4 percent and labor costs by 1.9 percent per year. 5.28 There are about 700 building contracting firms in the country. About a third of these firms have experience in large size projects and belong to the contractors' association. While the hub of the building and construction industry is at Bogota, there is a good geographic dis- tribution of capable contractors in the larger towns where the project schools would be built. I/ 1967 exchange rate.  - 16 - 5.29 A large proportion of building materials is locally manufactured but with a high component of imported raw materials; this is also true of school furniture, which usually is made of tubular metal. Sanitary and electrical fixtures and practically all specialized instructional equip- ment are imported. 5.30 The architectural section within OAPEC has been responsible for the coordination and implementation of the Ministry's building program. This unit is involved in a reorganization which should improve its capa- bilities (para. 3.05). For the country as a whole, there are about 1,200 architects and some 2,000 engineers who are engaged in the building industry. A number of local firms of architects and engineers have worked on school projects and are well qualified and experienced. 5.31 Tendering is normally public; it is advertised in the local press and radio. Bids are considered by a special tender committee; the lowest evaluated bid is usually accepted. Execution of the Project 5.32 The government has decided to establish within OAPEC a unit for implementation of the project. This unit under a project director would be responsible for school construction and curriculum revision, as well as for the coordination of teacher training. Implementation scheduling has been analyzed by the PERT technique and the results should prove very use- ful. The part of the unit dealing with physical implementation should in- clude an experienced and competent architect, an educator knowledgeable in school construction and administration, and an official experienced in accounting and auditing procedures; all of these executives should have full-time appointments. Appointments to the posts of project director, architect and educator should be subject to Bank approval. The project unit should have the necessary supporting staff to carry out preparation of (i) educational specifications for the teaching accommodation; (ii) basic designs and architectural briefs; (iii) final furniture and equip- ment lists. 5.33 The itinistry of Education has a7reed to emnloy consultants acceptable to the Bank for the desi7n and supervision of the project. Superintendence of construction would be the responsibility of the architectural section within OAPEC. 5.34 International competitive bidding for the supply of all equipment and furniture and for the construction of the schools would be used for the proposed project. Items would be grouped to the maximum extent practicable to form sizeable bid packages and to permit bulk procurement. Procedures for the prequalification of contractors and selection of consultants would be acceptable to the Bank. 5.35 Administrative and financial procedures would be established for the proper maintenance of the buildings. Assurances have been obtained from the governmrent during negotiations that adequate funds will be provided for satisfactory maintenance of the schools and supplies of educational materials.  - 17 - Loan and Disbursements 5.36 A Bank loan of US$7.6 million would represent 50 percent of the total estimated project cost. It would cover the estimated foreign ex- change component and 22 percent of local costs. The government would pro- vide the balance of funds necessary for the project. 5.37 The Bank would disburse or reimburse (i) 100 percent of foreign exchange costs for equipment and furniture procured abroad, and (ii) on a percentage basis for civil works, professional fees and locally procured furniture. In case of a change in the total cost of the project, this percentage would be adjusted at the Bank's option, in order to spread disbursements throughout the construction period, and to the extent prac- ticable to maintain an average contribution of 50 percent by the Bank towards the total cost of the project. The funds would be disbursed over a four-year period (Annexes 12a, 12b). Any funds that are not disbursed at the completion of the project would be available for cancellation. 6. COST OF EDUCATION Financing of Education 6.01 The major responsibility for financing primary and secondary edu- cation, including vocational schools and primary teacher training insti- tues, rests with the Central Government and the Departmental Governments. The contribution of municipalities is small. The departments have diffi- culties in meeting the rising costs of primary education and the Central Government has, therefore, absorbed an increasing part of teacher salaries. To help meet continued difficulties, a tax on liquor sales was earmarked to departments in 1966 for the purpose of paying teachers' salaries. In 1968, additional funds deriving from a percentage of the general sales tax is expected to become available to the departments to meet the planned en- rollment expansion in education. The revenue from this tax, together with an increase in the land tax, should assure more continuity in the local financing of education. 6.02 Informal vocational training is mainly in the hands of SENA (para. 3.21). SENA funds, financed by a 2 percent payroll tax on all enter- prises with more than ten employees, are sufficient to provide the orga- nization with good teaching facilities and a well-paid staff of instructors. 6.03 Universities are administratively autonomous. Finance from the government is drawn from the National University Fund (para. 3.27), which receives transfers from the Ministry of Education and makes the allocations. The government has not yet established controls over how its funds are used, i.e., for recurrent or investment purposes. A current university study (para. 3.28) should provide valuable information on projected expansion plans and how these would be financed.  - 18 - Expenditure on Education, 1960-65 6.04 Total public expenditure on formal education rose by more than 8 percent per year in constant prices from 1960 during the first half of the decade. In 1965, actual expenditures amounted to pesos 1,516 million. Of the total, expenditures by the Ministry of Education accounted for pe- sos 782 million; other ministries spent pesos 104 million. Departments and municipalities spent pesos 580 million. SENA and other official and semi-official entities contributed approximately pesos 178 million on in- formal education. When contributions from the private sector are included, total expenditure on education in 1965 amounted to pesos 2,304 million, or 3.9 percent of GDP (Annex 13). 6.05 Between 1960 and 1965, the Ministry of Education total budget, as a percentage of Central Government expenditures, increased from 9.7 percent to 13.5 percent. The Mlinistry1s investment expenditures declined, both in relative and absolute terms, falling from 20 percent to 10 percent of total expenditure due to slow implementation of school projects (para. 3.05). Re- current expenditures increased, with the funds being mainly transferred to departments and universities; at the departmental level, most revenues were channelled to secondary education, and as one exception to the increase in recurrent costs, administrative expenses have been fairly stable due to a prudent wage policy. Annexes 14 and 15 show recurrent expenditures by main sectors. 6.06 When related to the educational facilities and services supported, the recurrent cost per secondary student, US$174 per year, is considered relatively high. The recurrent cost per student in the INEM schools would be considerably lower or US$113 per year (para. 5.25). Expenditures on Education, 1965-72 6.07 Over 1968-72 the total public investment needed to match the planned school expansion is projected as follows: pesos 700 million for primary, 740 million for secdndary and 300 million for higher education (Annex 16). The domestic counterpart funds for the proposed Bank project (pesos 88 million at 1965 prices) would represent 12 percent of total pro- jected public investment in secondary education. 6.08 Recurrent expenditure in secondary and higher education would in- crease very rapidly in the period ahead, under current plans. Secondary edu- cation would increase by 16 percent per year, about twice the yearly increase for primary education (Annex 16). The INEM schools would account for only a small fraction of the recurrent budget in 1972 or pesos 70 million. 6.og While significant reduction could and should be made in some aspects of the total program, the projected increase in public expenditure on education, from pesos 1,516 million in 1965 to pesos 2,600 million in 1972, indicates how small a portion of the total is represented by the project. Public education expenditure would rise from 2.6 percent to 3.0 percent of  - 19 - GDP. As a percentage of total tax revenue, they would decline from 26 per- cent in 1965 to 20 percent in 1972, since total tax revenue is projected to double in the same period. This decrease does not justify the government's projected program, but the fiscal improvement indicates that the Colombian Government would be able to meet both capital and recurrent expenses caused by the proposed project. The ongoing family planning program is expected to improve the situation further in the 1980's by a 15 percent cost saving in public primary education. But, it is emphasized that Colombia has many pressing uses for these fiscal resources; expenditure on education should be regarded in terms of its component parts and how each contributes to national objectives. Planned Public Education Expenditures, 1965-72 (Central and Local Government) Pesos Millions (1965 prices) 1965 1972 1. Capital Expenditure 113 410 2. Recurrent Expenditure 1,403 2,190 (of which project) (70) 3. Total 1,516 2,600 (of which project) (70) 4. Tax Revenue 5,860 12,940 (3) as a percent of (4) 26% 20% 5. GDP 58,832 86,500 (3) as a percent of (5) 2.6% 3.0% 6. Tax Effort (4) as a percent of (5) 10.0% 15.0% (Education expenditure as related to total government expenditure for the period 1963-1972 is shown in Annex 17). g( Only expenditures on formal education are included. Tuition fees are excluded.  - 20 - 7. CONCLUSIONS AID RECOMMNDATIONS Conclusions 7.01 During 1965-75, Colombia's requirements for skilled manpower call for 277,000 at middle-level and 541,000 at professional levels to enter the labor market. The existing secondary school system cannot meet the demand and must, therefore, expand and the present structure is not fully respon- sive to types of manpower needs (para. 4.04). 7.02 While the proposed project would make a direct contribution to meeting the demand for middle-level technicians -- three-fourths of the annual output of 7,300 from upper secondary would have prevocational training -- its main purpose would be to introduce a new concept of education into the system, with emphasis on the basic preparation of skilled manpower for industry and agriculture (para. 5.04). 7.03 The project schools would be located in major cities and have catchment areas with a sufficient number of adequately trained primary school leavers (para. 5.03). 7.04 The supply of administrative staff, guidance counsellors and secondary teachers will be sufficient if the scheduled training programs are fully implemented (paras. 5.15, 5.16, 5.18). 7.05 Modern school buildings and equipment would permit efficient teaching. The building designs would conform to acceptable standards. The utilization of the facilities would be very high due to adoption of the double-shift system. Furniture and equipment lists are adequate and economical. (Paras. 5.22, 5.23). 7.06 There is an adequate number of competent contractors in Colombia to carry out the project. No shortage exists of competent architects and engineers. (Paras. 5.28, 5.30). 7.07 Procurement procedures would be in accord with Bank guidelines (para. 5.34). 7.o8 The proposed project would account for a very small part of edu- cational expenditures (paras. 6.08, 6.09). Assurances and Recommendations 7.09 Satisfactory assurances have been obtained during loan negotiations that the following actions have been or will be taken by the Government of Colombias  - 21 - (a) Execution of the ongoing reorganization of the Ministry of Education to expedite teaching reforms, ensure continuous training and upgrading of teachers and improve budget practice, educational planning, school construction and educational supervision (paras. 3.0h and 3.05). (b) Review of agricultural education at primary and secondary level to commence not later than January, 1969 (para. 3.18). (c) Continuation of the present policy of diverting students from academic to prevocat_onal or vocational streams in secondary education and thereby increasing the supply of skiUed middle-level manpower and avoiding over production of university graduates (paras. 3.27, 4.o3, 4.05). (d) Formation of local advisory committees and cooperation with SENA and appropriate agricultural organizations for curriculum revision and the establishment of complementary courses (paras. 5.06, 5.07, 5.08, 5.13). (e) Completion of curriculum revision for IliEYi schools by April, 1969 (para. 5.13). (f) University recognition that all INM graduates would qualify for university entrance (para. 5.11). (g) Training of administrative staff, guidance counsellors and teachers for the project schools (paras. 5.15, 5.16, 5.18). (h) Appointment of a majority of fTull-time, qualified teachers in all project schools under improved conditions of service (paras. 5.17, 5.25). (i) Engagement of consultants to design and supervise construction of the project schools (para. 5.33). (j) Provision of adequate funds for satisfactory maintenance of schools and supplies of educational materials (para. 5.35). 7.10 As conditions of effectiveness of the loan, the government has agreed to (i) acquire all sites for the project schools (para. 5.20) and (ii) esta- blish a project unit within QAPEC for the execution of the proposed project. The project director, architect and educator would be acceptable to the Bank and the architect and educator employed full-time on the project (para. 5.32). 7.11 The project forms a suitable basis for a Bank loan of US $7.6 million equivalent which would amount to about 50 percent of the estimated project cost of US $15.2 million equivalent. It is proposed that the loan should be for 25 years including a grace period of ten years. Foreign exchange costs are estimated at US $5.4 million (paras. 5.19, 5.36). July 17, 1968  COLOMBIA: POPULATION PYRAMID 1964 CENSUS AND 1984 PROJECTION AGE IN YEARS 80+ 75-79 I 70-4 1 65-69 69 40Q24,1,1-S<<~~~~~~~~~~~~~~~ L~ -_ 55-59 ~~~~~j ~ ~ 1 50-54 1964 CENSUS I 1984 PROJECTION o i 40-44 35-39 30-34 25-29 20-24 15-19f .~1 10-14 0-4.. 3,000 2,000 I 000 0 I 000 2,000 3,000 THOUSANDS OF PERSONS NOTE: The family planning progrom 1968- 72 is expected to cover 750,000 women in 1972. Itis assumed that the program will be continued at a constant level of 750,000> womnen. In 1984 the effect of the family planning is seen in the age group0-1I5. Assuming the target of the program is achieved, the minimum number of births prevented is represented byz the black areas in the 1984 population pyramid. (2)80362 Xi  ANNEX 2 COLOMBIA LABOR FORCE PARTICIPATION 1951 AND 1964 (in percent) Men Women Total Age 1951 1964 1951 1964 1951 1964 10-14 4.7 - 1.7 - 3.3 - 15-19 84.8 66.3 23.6 21.8 52.6 42.9 26-24 95.4 89.8 23.9 26.3 59.0 56.3 25-34 97.6 96.4 20.0 20.8 58.2 56.9 35-44 97.9 97.5 19.1 19.8 58.2 57.8 45-54 96.8 96.1 18.0 18.8 57.6 57.3 55-64 92.7 89.7 15.7 15.3 53.8 51.9 65 and more 71.9 58.9 10.3 8.3 38.3 31.5 Average mean 54.7 47.6 12.4 11.6 33.5 29.4 July 1968  COLOMBIA: STRUCTURE OF EDUCATION, 1967 TechnicTl Secondory Educntion ( Agriculture, Industry2 Socil Service, Technical TerachrIs) Technic2l SecondNry I Educ2atio3 (Agriculture, Industry) Technical Secondary | Posteecondary Institutes Technicol Secondary Eduction EducaStion (Commerce) (Commerce) rCinrnerre Educotiun, Forestry, Indtustry, Social ServiceS Agriculture 0--W--- 1| 2 3 A Commerce g industry, Nursing ; L { r o v ~~~~~~~~~~~~~~Educ:ition, _.ciel b-rvice i ~~~~~Universities Primary Educetion General Secondary General Secondary rr,1Administration, Arts, Educotion, Plan Basico Bcchillerato r- t ~ tSociol Science _ {CT O F I {,52 X ,_, J ~~~~~~~~~~~~~~~~~~~~~Agriculture, Architectr, Enietering,ow Scientolgy L..j L.IILJLiJPharmacy, Science, Theolog~y, Veterinary Science Lt7j]-~ { 3t4w_r D5-6--F7 5 Medicine Primary Teacher Training Primary Teo'ter trriniii Religious Educatior. Religijus Educati,n School stOrts at age of 7 0 - Exominations 2 3 14 I 2 3 Ir- 6,7 v - Restricted entror,ce t o higher schools V - General entrance to higher schools Prolect schools will ofter general secondary plan basico and general secondary bochilleroto w th two academic and four technicul options z m x (RI RD-3664  COLOMBIA: PRIMARY SCHOOL ENROLLMENT (MILLIONS OF PUPILS) 6 --- I I I - - 6 WITHOUT FAMILY PLANNING 81% OF 5 _ ~~~~~~~~~~~~~~~~~~WITH SUCCESSFUL FAMILY PLANNING AGEu GROU 5 AGE GROUPP 4 4 _ _ _ _ 3 3 AGLE GROUP 2 ___ _2 54%/ OFF 0 I I I I I _ I I I I I 10 '55 '56 '57 '58 '59 '60 '61 '62 '63 '64 '65 '66 '67 '68 '69 '70 '71 '72 '73 '74 '75 '76 '77 '78 '79 '80 '81 '82 '83 '84 z (2R)IBRD-3685  COLOMBIA: SECONDARY SCHOOL ENROLLMENT (THOUSANDS OF PUPILS) 1,400 I 1 1 - I_ 300 AGE GROUP--I 1,200 1,200 1,000 1,000 800 1 / 800 48% ARE GIRLS TOTAL /b I 54% ARE PUPILS IN PRIVATE SCHOOLS /CO MPREHENSIVE SCHOOLS 600 600 400 __0 ~~~~~~~~~~~~~~. , . . . . :.:.'.. : . . . . . 7% OF GENERAL SECONDARY EDUCATIOf. 200 AGE GROUP 2 , I .:.. :. .. . ... . : .0'0 0 I '55 '56 '57 '58 '59 '60 '61 '62 '63 '64 '65 '66 '67 '68 '69 '70 '71 '72 '73 '74 '75> z z IBRD- 36 86 _ , * - t - . - - - - . - . . - - - - - . . . . - - - - - - *~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~Cf  COLOMBIA: UNIVERSITY AND OTHER POSTSECONDARY EDUCATION ENROLLMENT (THOUSANDS OF STUDENTS) 200 I I I I 200 180 180 160 -- 160 140 140 120 120 100 100 80 80 60 60 40 40 20 20 0 0 '55 '56 '57 '58 '59 '60 '61 '62 '63 '64 '65 '66 '67 '68 '69 '70 '71 '72 '73 '74 '75 > z z IBRD-3687 0  COLOMBIA: SCHOOL ENROLLMENT BY GRADE, INCLUDING GENERAL SECONDARY, TECHNICAL AND TEACHER TRAINING IN 1965 AND PROJECTED IN 1975 GRADES 4: POSTSECONDARY 13 SECONDARY E _ 1 3