Nicaragua - Education Project

FILE COPY RESTRICTED Report No. TO-609 a 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 The report may not be published nor may it be quoted as representing their views.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 IN NICARAGUA January 11, 1968 Projects Department  CURRENCY EQUIVALENTS Unit - Cordobas(C$) C $7.00 US $1. 00 C$1.00 = US$0.14 C $1 million = US $142, 837 WEIGHTS AND MEASURES 1 square meter 1. 196 square yards o10. 764 square feet  TABLE OF CONTENTS Page Summary (i) 1. Introduction 1 2. Education and Training Organization and Achinistration 2 Primary Education 3 Secondary Education 3 Higher Education 6 The Cost of Education 6 3. Need for the Project Existing Manpower Situation 9 Need for the Expansion of Secondary Education 11 Qualitative Considerations 12 4. The Project Technical Features 13 Cost of the Project 16 Execution of the Project 17 5. Conclusions and Recommendations 20 This report is based on the findings of a mission in November-December, 1966, to Nicaragua composed of Messrs. C. P. van Dijk, C. Germanacos, M. Ramirez of the Bank and Messrs. R. Eyles (technical education) and K. Thint (architect), both consultants to the Bank. I-t Tas updated following a mission to Nicaragua in August, 1967, by Mr. C. P. van Dijk.  ANNEXES Annex 1 The Developing Educational System 2 Organization of the Mi.nistry of Education 3 Growth of the Educational System 1950-1966 4 Flow of Students from First Grade Primary to First Year University 1954-1965 5 Primary School Enrollment by Age and Grade, 1964-1965 6 Teachers in Primary Schools by Qualification, 1965-1966 7 Enrollment in Secondary Education by Age, Grade and Sex, 1966-1967 8 Graduates from Secondary Education by Type, 1966 and 1972 9 Higher Teacher Training: Enrollments in the Schools of Education 10 National Technical Vocational Institute, Enrollments 1955-1966 11 Estimated Flow of Students 1964-65 to 1975-76 12 The Flow in Second-Level Education 1967-1975 13 Enrollments in University Education, 1966-1967 14 Total National Expenditure on Education in 1966 15 GNP, Public Expenditure and Educational Expenditure, 1960-1966 16 Public Educational Expenditure by Level and Type, 1960-1966 17 Budget Ministry of Education, 1966 and 1972 18 Proposed Schools - Enrollments and Class Groups 19 Breakdown of Costs per School 20 Basis of Estimating the Project Costs 21 Breakdown of Costs and Schedule of Disbursements 22 Construction Progress Chart and Estimated Disbursements Map of Nicaragua - Distribution of Population and Location of Project Schools  APPRAISAL OF AN EDUCATION PROJECT IN NICARAGUA SUMMARY i. The Government of Nicaragua has requested Bank assistance in financing an education project, which was appraised by a mission in Novem- ber and December, 1966 and in August, 1967. ii. The proposed project, as modified during appraisal, would consist of (a) the construction and equipment of two teacher training schools and the extension of a third, (b) the construction and equipment of nine secon- dary schools, (c) extensions to and equipment of seven secondary schools, and (d) the equipment of two secondary schools. iii. The proposed project would provide 11,540 new places in these 21 schools; 3,440 to replace those in existing, unsuitable facilities and 8,100 additional places, raising enrollment from 10,500 to 18,600 pupils. These figures form part of the expected increase in the total secondary school system from 27,000 pupils in 1966 to 42,000 pupils in 1972, which would raise the percentage of the age group 13-17 enrolled in secondary schools from 15% to 18%. iv. In the 18 general secondary schools emphasis would be laid on the teaching of sciences and most of the schools would have commercial streams. The project would bring about improvements in administration and supervision, curricula, weekly work load, length of school year and standards of teaching. v. The construction or extension of three teacher training schools would permit reorganization of the training of primary school teachers and a concentration in four (instead of 14) schools of which three would be project schools. The total output of teachers is expected to rise from 616 in 1966 to 800 in 1973, of which 595 would come from the project schools. This increase is necessitated by the anticipated expansion of primary education and the need to replace the large number of unqualified teachers. vi. The educational attainment of the economically active population is low and, to improve productivity levels, greatly increased numbers of workers with completed secondary and with higher education are needed. More general secondary schools would contribute to meeting the need for medium-level personnel and support the expansion of the universities and other post-secondary institutions. vii. An adequate supply of qualified entrants to the teacher training institutions and the secondary schools in the proposed project is assured. No problems in regard to opportunities for employment for graduates are expected. viii. Sufficient teachers for the proposed schools are assured by the output of the Schools of Education of the Universities.  - ii - ix. The annual budget of the Ministry of Edacation can be expected to increase from C$88 million in 1966 to C$221 million in 1972, including C$19 million as a result of the project. It is not expected that the Government will encounter difficulties in meeting the capital cost not financed by the Bank as well as the recurrent costs of the project. x. School design would be austere and consistent with functional needs. Estimated costs of construction, furniture and equipment are rea- sonable. Procurement would be by international competitive bidding in accordance with the Bank's "Guidelines Relating to Procurement." xi. The total cost of the project is estimated at $8.0 million, of which 3.5% is for site development, 70% for construction (63% for academic buildings and 7% for dormitories and staff housing), 22.5% for furniture and equipment and 4% for professional fees. The foreign exchange component is estimated at $2.7 million, or 33% of the total cost. xii. A project unit with a full-time project director and supporting staff would be necessary for implementation. The employment of private architects would also be required. xiii. The project would provide a suitable basis for a loan of $4 million for a period of 25 years including a grace period of ten years subject to the provisions of paragraphs 5.09 and 5.10.  APPRAISAL OF AN EDUCATION PROJECT IN NICARAGUA 1. INTRODUCTION 1.01 A Unesco project identification mission visited Nicaragua in June-July 1965 and, on the basis of the priority needs for education iden- tified in its report, a Unesco project preparation mission assisted the Government of Nicaragua to prepare an education project in July 1966. This project was presented to the Bank, with a request for financial assistance, in August 1966. A Bank appraisal mission, composed of Messrs. C. P. van Dijk, C. Germanacos, M. Ramirez, R. Eyles (consultant) and K. Thint (consul- tant) visited Nicaragua during November-December 1966. After the new government took office Mr. van Dijk again visited Nicaragua in August 1967 to reach aareement with it on the project and to update the technical in- formation. 1.02 The project, as submitted to the Bank, consisted of the expansion and improvement of secondary education (general, primary teacher training, commercial, technical and agricultural) as well as the training of secondary school teachers at university level. During appraisal it was found that the measures already taken by the Schools of Education of the National and Central American Universities would satisfy the demand for secondary school teachers by 1973 and that the Bank project, consequently, could be limited to the expansion of secondary education. This included the following items: (i) construction of a new technical institute to train industrial techni- cians, (ii) construction or extension of three primary teacher training schools, (iii) construction or extension of 18 general secondary schools (most of them with commercial streams), of which one would have a teacher training stream and three would have agricultural streams. 1.03 It was found upon appraisal that the proposals for a technical institute and agricultural streams in three secondary schools, although urgently needed to fill serious gaps in the provision of qualified manpower, were not ready for appraisal and could not be retained without serious de- lay to the project as a whole. The government is continuing the prepara- tion of a technical institute with a view to submitting it in a second request for assistance, but has dropped the plans to introduce agricultural streams in secondary schools and will continue to operate the existing agricultural lycees in their present form. 1.04 The remaining items, consisting of three primary teacher training schools and 18 general secondary schools, were soundly prepared and con- stitute the proposed project. Social and Economic Background 1.05 Nicaragua occupies about 147,500 square kilometers and has a population estimated at 1.7 million, the major part of which is concentra- ted in the coastal plains and mountain highlands of the western half of the country where all cities of any importance are situated. The eastern half of the country, covered with tropical forests and swamps, is sparsely populated.  - 2 - 1.06 The rural population accounts for 58% of the total at present but is expected to decline to 54% in 1974. About 58% of the economically active population is engaged in agriculture, forestry and fishing, 1% in mining, 16% in manufacturing industry, construction and public utilities, and 25% in transport, communications, commerce and the public services. GDP per head of the population in 1965 was $325. 1.07 About 35% of the country's GDP in 1965 was earned in agriculture, forestry and fishing; mining contributed 1.5%, manufacturing industry, con- struction and public utilities 17.5%; transport, communications, commerce and other services 46%. Main export crops are cotton and coffee. The manufacturing industry is expanding rapidly; although still mainly engaged in the production of food, beverages, textiles and some building materials, recent expansion has been in metals and chemicals. 2. EDUCATION AND TRAINING Organization and Administration 2.01 The formal education system comprises: (i) a primary course of six grades, (ii) a secondary of five grades, and (iii) higher education (Annex 1). About 16% of the students in primary, 36% in secondary and 30% in higher education are enrolled in private institutions. The public pri- mary system is free and attendance at this level is obligatory. 2.02 The Minister of Education is responsible for policy, control and supervision of the system except for the universities which are autonomous. He exercises his functions through five directorates (Annex 2). He is advised by the directorate heads, a small Planning Department and by a Tech- nical Council which reviews programs and proposals submitted by the direc- torates. 2.03 The administrative machine has so far failed to adjust to the changing situation in the schools - to the reforms which have been intro- duced (see para. 2.13), expansion at all levels and new activities. Con- trol and supervision has been lax, principally because of inadequate resources. Reinforcement on the basis of sound selection procedures, train- ing and retraining of personnel have become imperative, also a demarcation of areas of responsibility and establishment of lines of coordination and a National Advisory Council of wider representation than the full-time profes- sional Technical Council. The supervisory service needs reorganization to function as a counseling, training, evaluation, liaison and experimentation unit of the Ministry. The Planning Department should accelerate prepara- tion of comprehensive, long-term and medium-term plan proposals. In all these matters the government has taken or is considering action which will assure improvement in the coming years. Since the appraisal in December, 1966, the government-has strengthened the planning department and is con- sidering the decentralization and improvement of the school supervision  system. The National University meanwhile has developed programs for the training of school inspectors and other supervisory staff and of school directors. Primary Education 2.o4 Enrollment in 1965/66 in primary level institutions was 215,000. Enrollments in primary schools have almost doubled since 1950 (Annex 3). 2.05 The serious deficiencies of the primary system - late entry, irregular attendance, wide age range in each grade, massing of students in the first grade, high rates of dropout and repetition - are shown in Annexes 4 and 5. The main reasons for the low output are the great number of schools (90%) which do not provide the full six-year course and the rigid system of annual promotion examinations. Since the output of primary schools is more than adequate for the present and planned future intake into the secondary schools, these deficiencies do not endanger the successful imple- mentation of the proposed project. 2.06 Although the training of primary school teachers has been greatly increased in recent years, the supply of teachers is still inadequate. The average teacher-pupil ratio is 1:42 but is much higher in the oversized classes of the urban schools. Of the teaching force 57% are still unquali- fied, as compared with 79% in 1959. (Annex 6) The trained teachers are not of a high academic level and their professional training has shortcom- ings. Reorganization and reform of the teacher training schools has begun and from 1968 a further year of studies is to be added. In particular, students are to be trained in multiple class teaching techniques (the si- multaneous handling by one teacher of more than one class). Up-grading courses for teachers in service have recently been introduced. Secondary Education 2.07 Secondary schools (both public and private) in 1966/67 numbered 138 with 27,108 students or 15% of the age group 13-17; excluding the over- age pupils, the participation rate is about 10% (Annex 7). Entry into the secondary schools is at present open to all who have obtained a primary school leaving certificate; about 92% of primary school graduates entered secondary schools in 1966, as compared with 64% in 1960. 2.08 Secondary education comprises a basic cycle of three grades with a core curriculum common to all, and a diversified cycle of two or three years directed towards (i) general studies, (ii) commercial (accounts or secretarial) studies, (iii) agricultural studies, and (iv) primary school teacher training. Vocational schools take primary school leavers over two-, three- or four-year courses. The curricula in commercial and teacher- training schools give too much emphasis to the development of skills. The general secondary curriculum is on the whole well-balanced with special emphasis on science and mathematics.  - 4 - 2.09 In 1968 the annual workload will be increased to 37 weeks a year, or about 185 working days which is satisfactory but the weekly load in most schools is 30 periods of 40 minutes each which is inadequate for the purposes of building up the revised curricula. It is recommended that the weekly class workload should be 35 periods as soon as the increased school facilities allow the secondary schools to operate on a single shift basis. 2.10 In secondary education the same deficiencies are found as in primary schools - an excessive number of "dropouts" and repeaters, wide age range in each grade, poor teaching and equipment, insufficient supplies and money. In relation to the inputs into secondary education, the output both in quality and quantity is very low (Annex 8). 2.11 Apart from a few new schools, the public secondary schools are unsuitable housed. Many of the buildings are old converted houses, others are too antiquated and/or too badly located for the necessary expansion or addition of the type c teaching spaces essential to the application of modern curricula. Equipment and teaching aids are at a minimum in almost all schools. The project is designed to deal with the deficiencies out- lined in these paragraphs (see paragraphs 3.14 and 3.15). 2.12 The rigid system of annual promotion examinations contributes to the low productivity; the greatest obstacle to quality, however, is the teaching force and the conditions of appointment. Almost all the teachers are part time and teach in two or more schools, except in teacher-training schools. Few are academically prepared and professionally trained to han- dle classes at the secondary level. Sample surveys suggest that only 15- 20% of the teaching force is qualified; for mathematics and physics, only 5% appear to be fully qualified. However, the School of Education of the National University has expanded intake and in-service courses, and the private Central American University opened a School of Education last year. Both schools offer courses in pedagogical sciences, social studies, liter- ature, biology-chemistry, and mathematics-physics for the degree of "professor of secondary education." The School of Education of the National University recently started a course in English and is planning new courses in industrial arts, home economics and other subjects not previously pro- vided. A considerable part of the secondary school graduates and the pri- mary school teachers now employed as secondary school teachers, are attend- ing in-service courses (Annex 9). These activities promise a greatly improved teaching force in the near future.  -5- 2.13 Present teaching methods are traditional and uninspired; the emphasis is on memorization with little regard to understanding, investi- gation or problem-solving; exceptions are the primary teacher-training schools where the work is more purposeful. Fortunately, there is evidence of the possibility of rapid improvement. Apart from the above-mentioned rapid increase in the training of teachers, measures have been initiated to further reform the curricula. Another major reform, which will take effect in the coming years, is the restructuring of the secondary school system aiming at a greater diversification and a more rational use of re- sources by: (i) integrating commercial courses into the second cycle of general secondary schools: (ii) concentrating the training of primary school teachers in four establishments, and starting the training at second cycle level over a three- year course; (iii) offering three-year courses, at second cycle level, in the three agricultural schools estab- lished in 1966 with French assistance; (iv) organizing technician-level education; (v) restricting recently established schools with limited catchment areas to the basic cycle level. 2.14 TechnicalfVocaticnal Education The National Technical Vocation- al Institute of the Ministry of Education offers full-time and part-time courses of craft training (Annex 10). Short courses are provided by the Army authorities and, with the assistance of US AID advisers, by the Min- istry of Labor at its National Apprenticeship Institute. Religious orders are also engaged in craft training. The Ministry of Labor proposes to offer part-time courses for craftsmen seeking to obtain technician status. There is as yet no institution concerned with the training of middle-level industrial technicians. 2.15 Agricultural Education The three agricultural lycees, which offer a two-year course leading to the diploma of "Bachiller en Agricultura" and a third-year course of essentially agricultural technician training are operating in temporary buildings with no practical teaching spaces.  - 6 - The private International School of Agriculture at Rivas offers a three- year program. The government proposes to introduce some agricultural studies into the curriculum of the basic cycle of certain secondary schools. 2.16 Projected Expansion of Secondary Education The government would be well advised to introduce selective procedures for entry into the secon- dary schools as from May 1968 in order to prevent the overloading of the school facilities and to maintain standards (Annexes 11 and 12). Assuming that controlled admission would reduce the number of entrants into secon- dary education from more than 90% to about 65% of primary school leavers in 1972, total enrollment in the secondary day schools of all types is estimated at 42,000 in 1972/73 and 47,000 in 1975. As a percentage of the age group 13-17 years, those targets would represent a rise from 15.6% in 1967 to 18.2% in 1972 and 18.5% in 1975. Higher Education 2.17 Entry into the National University at Leon and Managua, to the Central American University at Managua, to the National School of Agricul- ture near Managua and to the nursing schools is open to graduates of the general secondary schools. The Faculty of Humanities of the National University accepts also graduates of the teacher-training schools. The Faculty of Engineering of the National University offers non-degree, shorter courses in surveying and is considering similar courses in engineering and construction. 2.18 Total enrollment at the three establishments of university status in 1966/67 was 3,919 (Annex 13). The "dropout" rate is very high, especi- ally in the first two years, and is attributed to poor quality intake and to financial constraints affecting students' full-time attendance. Conse- quently, productivity in relation to initial first year enrollment and to financial inputs is low. 2.19 Between 1951 and 1966, 1,807 students were graduated by the National University; almost 70% of these graduated in Medicine and Law. In 1965/66 these two faculties, however, accounted for less than 50% of the number of graduates as new faculties began to attract students. The National University is proposing to expand enrollment in 1972 to 6,735 with an intake of 2,710. The Central American University will increase its first year intake in 1967 to 1,030 and is preparing for further expan- sion. Plans to double the number of graduates from the National School of Agriculture are under consideration. The Cost of Education Financing of Education 2.20 With the exception of an insignificant number of municipal pri- mary schools, all institutions of public education are financed by the central government through its central budget which covers both capital  - 7 - and recurrent costs of the schools. School fees have been abolished for primary education and the government proposes to do the same in respect of secondary education in the near future. 2.21 In higher education, the National University is autonomous but is financially largely dependent on government grants; tuition and other fees account for about 16% of the University's budget. The National School of Agriculture is financed by the Ministry of Agriculture. 2.22 Private initiative plays a significant role in the provision of education in Nicaragua. The major part of the income of private schools and of the private Central American University originates from school fees. The government gives some financial support to private schools but the total amount of these subsidies is small (Annex 14) and lacks any legal or statutory basis. The subsidies to each private school are somewhat arbitrarily fixed by Congress each year. 2.23 The heavy reliance of private schools on income from fees would indicate that the share of private education in total enrollments will decline. Economic considerations suggest that the government might inves- tigate a greater and more systematic subsidization of private schools (either in the form of direct grants to these schools or, indirectly, in the form of scholarships to pupils in private schools) to encourage avail- able private initiative to continue its share in the total educational effort. Total Expenditure on Education 2.24 Total public expenditure on education rose sharply from C$38.4 million in 1960/61 to C$91.4 million in 1966 but is still well below the average amount per capita spent in the five Central American republics as a whole. The above mentioned figures represent a virtually constant share of the total government budget of only 15.5% compared with an average of more than 20% for Central America (Annexes 15 and 16). Private expenditure on education is unknown but can be estimated at about C$25 million in 1966 (Annex 14), which brings the total of all national expenditure on education in 1966 to about Cr$117 million, or 3% of the country's Gross National Pro- duct - a percentage which is small in comparison with many other developing countries. 2.25 The budget of the Ministry of Education, at C$87.7 million (1966), accounts for the major share of total educational expenditure, and covers both recurrent and capital expenditure on public schools. Its percentage share in the total government budget rose from 14.4% in 1960/61 to 17.1% in 1963/64 but has since then declined to 15.0% in 1966 (Annex 15). The contribution of other ministries, at C$3.7 million, is not very high. Ex- penditure on private schools, after subtracting government subsidies, is conservatively estimated at C$15 million. Private contributions to public schools in the form of fees were about C$2.5 million. Budgets for 1966/67 of the National and the Central American University, after subtracting the government grant, are C$7.6 million (Annex 1L4).  - 8- Public Expenditure on Education 2.26 Of the relatively small proportion of the total public budget which is appropriated to education, the greater part is still spent on primary education (Annex 16). Including adult education, primary education claimed nearly 60% of the budget of the Ministry of Education in 1966. The share of secondary education, on the other hand, has declined from 19.4% in 1960/61 to 16.4% in 1966. Nearly half of this amount is spent on gener- al secondary schools, nearly one-third on primary teacher training and about 18% on commercial, technical and agricultural education. Higher edu- cation increased its share in the education budget from 5.7% in 1960/61 to 6.8% in 1966. To enable the government to implement its secondary educa- tion programs the share of secondary education should be gradually increased (see para. 2.33). Government assurances to this effect have been obtained. 2.27 Outlay on school construction and major maintenance work (both by the Ministry of Education and by the Ministry of Public Works) accounts for only 5.6% of public educational expenditure. 2.28 A further analysis of public expenditure on education shows that the major part of the budget is spent on salaries and other personnel ex- penditure and, to a lesser extent, on scholarships and boarding expenses. The provision for recurrent material expenses is far below normal standards. Resources available for maintenance and repairs, for the pruchase of teach- ing materials and the replacement of equipment and furniture have dropped to such low levels that the quality of education is adversely affected. Steps should be taken to fix the appropriations for material expenditure at more normal levels. To that effect assurances have been obtained from the government that in the annual budget for each completed school a sum equal to not less than 15% of the allocation for teachers' salaries will be made available for the maintenance of buildings and equipment and for the supply of teaching materials. This sum will include provision for the maintenance of buildings equal to at least 1.5% of the construction costs. In addition, assurances have been obtained that the standards of maintenance and equipment in the other secondary schools will be gradually raised to those in the project schools (see para. h.26). 2.29 Teachers' salaries have risen by some 50% between 1960/61 and 1966. A further increase at the end of 1966 has brought salaries to double the 1960/61 level. Contrary to the practice in primary education, teacher training and technical secondary education, where teachers' salaries are fixed on a monthly basis, teachers in general secondary and commercial schools are paid by the hour. The practice of hourly pay encourages teach- ers to maximize their number of teaching hours and to divide their atten- tion between a number of schools, which adversely affects the quality of instruction. Steps should be taken to revise this policy and assurances have been obtained from the government that, in addition to the appointment of full-time teachers in the project schools, the practice of paying teach- ers' salaries on an hourly basis will be discontinued as soon as possible for the secondary school system as a whole (see paragraphs 2.12 and 5.09 point (i)).  - 9- Future Expenditure Levels 2.30 Trends in the school population indicate that enrollments in primary education -will probably rise from 215,481 in 1965/66 to 300,000 in 1972/73, whereas secondary education can be expected to grow from 26,882 in 1965/66 to some 42,000 in 1972/73 (Annex 12). Enrollments in the Nation- al University are planned to rise from 2,557 in 1966 to 6,735 in 1972. 2.31 Teachers' salaries rose by 50% between 1960 and 1966, and, for the purpose of this cost estimate, are assumed to rise by the same percen- tage between 1966 and 1972. This is a very conservative estimate since the increase in teachers' salaries by 33% at the end of 1966 leaves room for a further increase of only 17% between 1967 and 1972. It has been assumed that the provision for material expenditure will be increased to the levels recommended in paragraph 2.28. 2.32 On these assumptions the budget of the Ministry of Education can be expected to grow by 152% from C$88 million in 1966 to C$221 million in 1972. C$32 million would be the total recurrent expenditure of the project schools (Annex 17). Of this amount C$19 million represent the recurrent costs of the expansion of existing schools and the new schools to be con- structed under the project. Of the estimated total increase in expenditure for primary and secondary education about 40% would be due to increased enrollments, 43% to higher salaries (partly a result of improvement in teachers' qualifications), 8% to better provisions for material expenses and 7% to the diversification of secondary education (new forms of techni- cal and agricultural education). The total increase of 152% compares with a growth of 146% in the previous six-year period, 1960/61 to 1966; but, unlike the earlier period, the projected growth for 1966-1972 will most probably require a substantially greater share of the total government bud- get. The education budget for 1972 might well claim about 22% of the total budget. This rising trend in an important and rather inflexible category of government expenditure will require restraint by the government in other categories of expenditure and a conscious effort to raise new budgetary funds for investment during the coming years. In view of the government's present policies and Nicaragua's future prospects, the government should be able to provide the complementary local financing for the proposed project. 2.33 A second important change, indicated in the above figures, should be the redistribution of the education budget among levels of education. The share of primary education should be reduced from 59% to about 50% and that of secondary and higher education should be increased (Annex 17). Agreement has been reached during negotiations that a greater share of the education budget will be allocated to secondary education. 3. NEED FOR THE PROJECT Existing Manpower Situation 3.01 The present lack of sufficiently educated and qualified manpower is one of the most serious obstacles to further economic growth. The agri- cultural, industrial and commercial sectors all report serious deficiencies  - 10 - in the existing supply of trained manpower and a much needed improvement in productivity is considered unattainable without a substantial upgrading of the labor force. In a number of sectors the productivity of high-level personnel is adversely affected by the lack of medium-level manpower. 3.02 This general impression is confirmed by the existing data concern- ing the educational attainment of the existing labor force. The percentages of personnel with completed secondary and higher education are extremely low, even for the professional and sub-professional and managerial groups and for the office personnel and salesmen: Educational Level of Labor Force, 1963 (in percentages) University Secondary Primary Rest Total Professional and sub-professional 12.4 30.8 36.6 20.2 100.0 Managerial 9.9 27.0 21.8 41.3 100.0 Employees 0.7 29.4 40.8 29.1 100.0 Salesmen 0.4 4.4 15.8 79.4 100.0 Farmers - 0.1 1.2 98.7 100.0 Workers 0.1 1.4 10.4 88.1 100.0 Total 0.4 2.7 7.2 89.7 100.0 Source: Oferta y demanda recursos humanos en Centroamerica, Consejo Superior Universitario Centro Americano (CSUCA), 1966 Table A-II-17 Comparable figures for the whole of Central America show that the percen- tage of the labor force which has a University education in Nicaragua at 0.4% is considerably below the average for the five Central American repub- lics, which is 0.6%. The percentage for secondary education is about the same as that for the Central American region. 3.03 The percentages reflect the inadequacies in numbers but do not reveal the deficiencies in quality of graduates from secondary and higher education institutions nor the imbalance in specialization. There is gen- eral dissatisfaction with the quality of students now graduating at secon- dary level. The National University reported a gradual decline in the per- formance of new entrants and, in spite of corrective measures, 40-50% of its students withdraw during the first year; employers in industry and commerce also stated that an improvement in the quality of secondary edu- cation was badly needed. Manpower requirements will not be met by a purely quantitative increase in secondary enrollments but require also a simultan- eous improvement in quality. 3.04 Of equal importance is the imbalance in specializations. Until now secondary education has been almost entirely academic, leading to university entrance, teacher training, or some commercial education. Mid- dle level technician training for industry and agriculture is virtually lacking.  - 11 - 3.05 The proposed project would assist with all the above-mentioned problems. The provision of new places and the anticipated improvement of the holding power of the schools would result in a substantial increase in the number of secondary school graduates. The qualitative effects of the project, described in paragraphs 3.14 and 3.15, would also be signifi- cant. Finally, the addition of commercial and science courses and the introduction of industrial arts, as part of a broader curriculum, should partly redress the over-emphasis on academic studies. Need for the Expansion of Secondary Education 3.06 A conservative estimate of the need for medium-level personnel was made by the Superior Council of Central American Universities (CSUCA) for the period 1963-1974. To attain a moderate increase in the educational level of the Nicaraguan labor force in order to raise productivity levels, the council calculated that the stock of personnel with completed secondary education should rise from 12,900 in 1963 to 29,100 in 1974 and 19,700 secondary school level personnel should therefore enter the labor force in the period under review. Even with this increase, the proportion of per- sonnel with completed secondary education would only rise from 2.7% to 4.9% of the total labor force and not more than 43.0% of the professional and sub-professional group, 27% of the managerial group, 32.3% of the office workers and 4.6% of the salesmen would have completed secondary education. 3.07 A more recent study, made by the Planning Office of the National Economic Council in 1V66, made manpower estimates for professional occupa- tions which approximate to the CSUCA report but indicated higher needs for office and sales personnel. Using these data, it is calculated that the need for secondary level personnel is 1,600 higher than the CSUCA figure which brings the requirements of new entrants into the labor market at about 21,300 by 1974. 3.08 The new total includes the demand for commercial graduates and for primary school teachers. The shortage of commercial personnel is great; the smaller private commercial firms especially report difficulties in recruiting sufficiently qualified personnel for office and sales positions. The need for newly trained accountants (public and private) and secretaries up to 1974 is estimated at 3,050, a number which does not include other positions, such as general office and sales work, for which commercial graduates are used. 3.09 The requirements for primary school teachers can be estimated as follows: the expected enrollments of 312,000 pupils in 1974 will re- quire a staff of 7,800 teachers. The present number of qualified teachers is only 2,124 of whom, after allowing for some wastage, not more than 1,600 can be expected to be in service in 1974. The need for additional teachers by 1974 can therefore be estimated at 6,200. Allowance should be made for the fact that some 20% of the normal school graduates will fail to take up appointment in primary schools because they enter the university or for other reasons. This brings the total number to be trained in the period 1966-1974 to 7,750, or about 850 annually.  - 12 - 3.10 The intake into higher education institutions, moreover, will grow rapidly in the coming years. The expansion plans of the National and the Central American Universities are ambitious and will raise the intake into all institutions of higher education to above 3,600 in 1972. Half the number of entrants into the universities drop out during the first years, however, and should therefore be considered as entering the labor market with completed secondary education only. 3.11 The present output of secondary schools is insufficient to meet the total estimated requirement of 21,300 during the period 1965-1974. Of the 2,474 graduates who left secondary schools in 1966, including 616 pri- mary school teachers (some of whom enter the Universities) and 248 commer- cial graduates, some 1,800 or nearly 75% were absorbed by higher education institutions. Even if allowance is made for the fact that nearly half of them will drop out of higher education during the first year, the remaining number is insufficient to meet the demand for primary school teachers, com- mercially trained workers and other medium-level personnel. 3.12 The anticipated expansion of secondary education (including the proposed project) would raise the annual output of all 'secondary schools to 4,820 by 1973 (Annex 8). This number would still be insufficient for the needs described in paragraphs 3.07 to 3.10 above but would form a con- siderable improvement compared with the existing situation. After subtract- ing half the planned number of entrants into higher education, the number of those who will enter the labor force after completing secondary education will be about 3,004 compared with 1,600 in 1966. Their total number over the period 1965-1974 will be about 20,000 which figure can be compared with the requirements of 21,300 mentioned in paragraph 3.07. 3.13 The expected annual output of the secondary schools of 4,820 in 1973 will include 3,200 graduates from the general secondary streams, which give access to higher education. This number is still below the expected intake into higher education of more than 3,600. It should further include 800 graduates from the teacher training schools, or a total output of about 7,500 primary teachers over the period 1965-1974. The number of graduates from the commercial streams will rise to 660 annually, giving a total out- put over the period 1965-1974 of about 4,000 graduates. Since some two- thirds of the latter are women, a number of them will not remain in the labor market. Qualitative Considerations 3.14 The secondary education system is in urgent need of qualitative improvements and a more rational use of available resources. The proposed project would meet the qualitative requirements directly by the provision of functional teaching spaces and modern equipment, especially for practi- cal, scientific and commercial studies. Congestion in existing secondary schools, which share their facilities with other institutions to their own detriment, would be diminished. A more economic use of teachers and mater- ial would be attained by replacing small units with larger ones. A more  - 13 - diversified program of secondary studies, to include science, industrial arts, commerce and home economics, would give pupils a wider choice after completing the basic cycle. 3.15 The project should also be instrumental in iiiproving the quality of instruction by requiring better qualified and full-time staff, a modern- ized curriculum, and an increase in the annual workload (see paras. 2.09, 2.12 and 4.05). Another aspect of considerable significance is that the revised curricula are appropriate to a type of secondary education which is not only a stepping stone to university education but also a form of terminal education. Secondary school graduates will have received an edu- cation which enhances their value as middle-level workers. The reorganiza- tion and improvement of primary teacher training should increase the quality of primary school leavers entering secondary education. Since most of the improved facilities for secondary education will be used by the community at large, the country's adult education and training programs and community development programs could be extended throughout the greater part of the country. 4. THE PROJECT Technical Features General 4.01 The proposed project consists of (a) the construction and equip- ment of two new primary teacher training schools and the extension of a third, (b) the construction and equipment of nine new general secondary schools, (c) the extension and equipment of seven other general secondary schools and (d) the equipping of two existing general secondary schools. The location of the proposed schools accords with the geographic distribu- tion of the population (see map). The project is expected to be completed in four years. 4.02 The number of new places to be provided in the project is 11,540 of which 3,440 would be in replacement of existing unsuitable facilities and 8,100 would be additional secondary places. Total enrollments in the 21 schools would consequently rise by the latter number from 10,500 students at present to 18,600 in 1972; the latter figure represents 44% of total secondary enrollments in 1972. The estimated maximum output of graduates from the project schools would ultimately rise to 2,730 or 57% of the anti- cipated total number of secondary school graduates. Enrollment Maximum Project Schools 1966/67 1972/73 Increase output General Secondary 8,229 15,100 6,871 1,470 Commercial 309 1,470 1,161 665 Teacher Training 1,962 2 030 68 595 Total 10,500 6,100 2,730  - 14 - 4.03 Eight of the eleven new school buildings would replace existing schools with unsuitable facilities. In a number of these cases the schools are now accommodated in the overcrowded facilities of other secondary schools and should move to m4ke room for the expansion of the latter. In another case the school is temporarily housed in a provisional structure of limited durability. In other instances, the schools are housed in build- ings which are unsuitable for secondary education, lacking in science facil- ities and practical teaching spaces, and generally overcrowded. The age, condition or location of the buildings make renovation and extension either impossible or undesirable. Where publicly owned, these buildings would be used for other educational purposes, such as primary schools or boarding houses. 4.04 In two cases the proposed construction or expansion of schools was deleted from the proposed project - in one case because the existing school was considered adequate, in the other because construction had al- ready started and will be completed before negotiations - but the provision of equipment for these schools has been included. Equipment lists for the schools have been reviewed and are at present being revised by the Ministry of Education. 4.05 To ensure that the development of secondary education is in accord- ance with the needs and to safeguard the quality of education in the project schools, assurances have been obtained from the government that the enroll- ment structure of the project schools will conform to the Schedule given in Annex 18. Teacher Training Schools 4.06 The total enrollment of 1,925 in the three teacher training schoolswould include 1,505 new places provided by the project. The annual output of graduates from the schools would be 560. After the reorganiza- tion of teacher training in 1968, students would be admitted to the schools after completion of the first cycle of secondary education for a three-year course, see paragraph 2.13 (ii). Boarding facilities are not needed in the school in Managua; private boarding facilities at the other two sites are limited and, as students come from all parts of the country, boarding facilities for 430 students, with small apartments for supervisory-teaching staff, would be included in the proposed project. 4.07 With the extension of the teacher training course to three years, it has been possible to improve substantially the curriculum. Essential subjects such as language, mathematics and science are now included on an increased scale throughout the course; practical activities are continued from the basic cycle. Students are to receive guidance and practice in administration and teaching in small multiple-grade schools and in prepar- ing improvised apparatus and supplementary teaching materials.  - 15 - 4.08 The project would provide teaching spaces and ecquipment appro- priate to this new curriculum and the extra-curricular activities of the schools and make possible the application of accepted modern educational practices. 4.09 The teachers in most of the existing schools are sufficiently competent to teach effectively in the new institutions. All are experien- ced and most have had training abroad. The fellowship program for further upgrading the teacher-trainers is to continue. The few additional teacher- trainers required by 1972 are available locally. General Secondary Schools 4.10 Of the 18 general secondary schools which are to be constructed, extended or equipped only, one would have a teacher training stream and thirteen would have commercial streams with preparation for accountant and secretarial work in addition to the general streams which stress mathema- tics and science. Total enrollments in these schools would be 16,680 of which 10,035 would be new places provided by the project. The annual intake of the schools would rise to 4,480 entrants, which number would be met from the anticipated increase in the output of primary schools (Annex 11). In none of the cases is it necessary to provide for the construction of boarding facilities, with the exception of one school with a large catch- ment area where a hostel for 80 boys is planned. 4.11 The proposed curricula are practicable and well-balanced in both first and second cycles. While maintaining a sound general education for all students they would offer orientation towards practical work in the first cycle and diversification in general and commercial (accounts and secretarial) streams in the second cycle. The project would provide appro- priate teaching spaces and equipment to implement this program of diversi- fied instruction. 4.12 With a teacher-pupil ratio in 1973 of 1:26 the secondary school system would require a full-time teaching force of some 1,700 including directors. Some 1,300 of these teachers should be university graduates, at least for the teaching of mathematics, sciences, languages, social studies and some of the commercial subjects. 4.13 Of the present stock of qualified secondary school teachers, some 100 will be in service in 1973. The estimated output of the regular and full-vacation courses of the Schools of Education of the National and Centra' American Universities between 1967 and 1973 is 1,250. The overall need for university graduate-level teachers will therefore be met by 1973. The re- maining 400 teachers, mainly of practical subjects, would be provided by training schemes now being developed. 4.14 The required number of teachers for each of the specialities is now assured as a result of recent action by the School of Education of the  - 16 - National University to match the teacher supply by subject to the needs of the secondary school system. 4.15 It is essential for the successful implementation of the project that directors of schools should be appointed by sound selection procedures. 4.16 The training of supervisory staff and of school administrators is assured by training programs which were recently developed by the School of Education of the National University. Cost of the Project 4.17 The total cost of the project is estimated at C$56.2 million or about US $8.0 million equivalent, as shown below. Annex 19 gives further details. Foreign Exchange No. of Student Cost Component Schools Enrollment (US$'000) (US$'000) % Primary Teacher Training - new schools 2 1,365 973 321 33 - extension 1 560 482 139 29 General Secondary Schools - new schools 9 8,275 4,508 1,504 33 - extension 7 5,355 1,987 614 31 - equipment only 2 3,050 83 83 100 21 18,60 6,033 6-01- 33 A breakdown of the total costs by major categories of expenditure is as follows: Total $ Million Total as % Equivalent (rounded) Construction Academic Buildings 4.23 53 Student Hostels and Staff Housing 0.56 7 Site Development 0.38 5 Professional Fees 0.22 3 Sub-total 5.39 -78 Furniture 0.87 11 Equipment 0.74 9 Sub-total 1.61 20 Contingencies and Price Increase Allowance 1.03 12 Total Cost of Project 7703 100  - 17 - 4.18 The Government of Nicaragua would provide the land necessary for the construction of the project schools. In most cases the land is already government owned or could be obtained by the government at nominal cost. No difficulty is foreseen in the selection and acquisition of the sites. Assurances have been obtained that the sites not yet acquired at the time of the signing of the loan agreement will be obtained within twelve months after the loan agreement is signed. 4.19 There has been an increase in building costs of about 2% per annum during the past four years, and this has remained fairly constant in spite of the sharp increase in building volume in the last two years - 58% in 1964/65 and 69% in 1965/66. The proposed project schools would mean an increase of about 10%-15% per year to the country's 1965/66 build- ing volume (Approx: US $17 million); the construction and building indus- try should be able to cope with this further increase in building activity without difficulty, but the increase in costs can be expected to continue as in previous years. It is for these reasons that an average price in- crease allowance of 6% has been provided in the cost of the project. Similarly, an allowance of 10% of the value, based on past experience, has been made as a contingency for unanticipated construction and site plan- ning problems. 4.20 Schedules of accommodation follow austere standards and are con- sistent with functional needs. It is expected that most schools would be designed as one-story buildings and they have been costed accordingly. In a few cases, due to site limitations and topography, costs for some of these schools have been based on a two-story concept. The average cost per day pupil place including furniture and equipment for completely new schools in the project are, for a one-story construction about US $510, for a two- story construction about US $600 and for one-story dormitories with bachelor staff apartments about US $1,030. Equipment lists are still under revision but the estimated costs assure reasonable provision of equipment at realis- tic cost. Execution of the Project 4.21 General Architectural design and building construction vary con- siderably throughout the country; imaginative design and good construction is found in Managua and the larger towns where the building activity has been concentrated in recent years. In rural areas design and construction are of a lower quality because of economic limitations rather than lack of competent professional service. 4.22 There are no national building by-laws, fire or health regula- tions. Some larger towns have their own regulations geyierally vith eiripha- sis on land use, zoning and town planning.  - 18 - 4.23 Architectural and engineering practices follow an acceptable sys- tem of "lump-sum" contracts. 4.24 Construction Firms There are about ten large construction firms with experience in comparatively large-sized projects including multi-story structures and 35 medium and smaller firms. They would appear to be tech- nically competent and reasonably equipped. With the hub of the construction and the building industry at Managua, there is a good geographic distribu- tion of capable contractors in the Pacific coast region of the country, where all but one of the proposed project schools would be built (see map). 4.25 Impnortation and Procurement At present the importation and pro- curement of all building materials is the responsibility of builders' mer- chants. Occasionally, the government has imported materials direct and issued them to builders. Customs duty is not imposed on materials imported for any government project. Procurement procedures for furniture and equip- ment and for all construction would follow international competitive bidding. If the government decides to import the construction materials directly, international competitive bidding should also be followed in the procurement of these materials. 4.26 Operation and Maintenance Recent school construction has fol- lowed standard designs prepared by the Ministry of Public Works. The structures are simple and space standards generally acceptable, but site planning and building layout are not always satisfactory. The specifica- tions and materials used are suitable to local conditions. 4.27 The maintenance and upkeep of school premises is generally unsat- isfactory. Assurances have been obtained from the government that the re- current expenditure budgets for the project schools will contain annual allocations for maintenance equal to at least 1.5% of their construction costs (see para. 2.28). The Ministry of Public Works should continue to be responsible for the regular inspection and repair of school premises. 4.28 Design Approach The climatological conditions in all the loca- tions of the proposed project make possible a unified design approach. It is recommended that basic building components should be standardized as much as practicable for the entire project, to take advantage of mass pro- duction, modular coordination and buying in quantity. It is further pro- posed that maintenance minimizing items, such as acrylic plastics in lieu of glass, should be integrated into the designs, if costs are competitive. These recommendations were discussed during negotiations. 4.29 Professional and Technical Services Design and execution of school buildings rests with the Building Construction and Maintenance Department, Ministry of Public Works. For the proposed project the design and supervision could not be entirely absorbed by the Ministry of Public Works, and the government would employ local architectural firms, acceptable  - 19 - to the Bank and on terms and conditions to be approved by the Bank. There are a number of architects with experience in school building design and the supply of professional manpower should be sufficient for the implemen- tation of the project. 4.30 A project implementation team would be set up in the Ministry of Education, which would be responsible for the direction and overall supervision of the project. The project implementation team would be headed by a full-time project director; a project architect assisted by supporting technical staff would be appointed from the staff of the Ministry of Public Works as a full-time member of the team. The appoint- ment of both the project director and the project architect would be subject to approval by the Bank and would be a condition of effectiveness of the proposed loan. Candidates to fill the positions of project direc- tor and project architect were submitted by the government during negoti- ations. 4.31 Tendering and Contract Awards The present procedures used by the Ministry of Public Works for tendering and awarding of contracts are acceptable. With a few exceptions, tendering is public and award of con- tracts rests with a special commission within the Ministry, with the Minis- ter of Public Works or Vice-Minister, always as a member of the commission. 4.32 Supervision The private architectural firm(s) selected for the schools would be responsible for the supervision and certification of con- tractors' bills. The project architect would make periodic site inspections and scrutinize and recommend all payments to contractors. Constant super- intendence would be provided by the Ministry of Public Works. 4.33 Financing of the Project The total cost of the project is esti- mated at US $8 million of which the foreign exchange component is presently estimated at US $2.7 million. The proposed Bank loan of US $4 million would finance 50 percent of the total project costs and would, therefore, on the basis of present estimates, cover about 25 percent of the total local costs. The balance of costs, representing 50 percent of the total project costs, would be financed through budgetary appropriations. 4.34 Disbursements For equipment, the Bank would disburse 100 percent of the foreign exchange costs thereof. For construction contracts, profes- sional services and furniture, the Bank would disburse on the basis of a percentage which is presently established at 45 percent of the total cost of these items. In case of a change in the total cost of the project (in- cluding the contingencies), the percentage would be adjusted in order (i) to maintain, to the extent practicable, an average contribution of 50 percent by the Bank towards the total cost of the Project, (ii) to maintain the Bank's contribution towards the foreign exchange cost of equipment at  - 20 - 100 percent thereof and (iii) to spread disbursements throughout the period required to execute the project. If the total costs were less than estimated, the contribution of the Bank would be maintained at 50 percent thereof and would, consequently, be lower than US $4 million. 5. CONCLUSIONS AND RECOMMENDATIONS 5.01 Sustained economic growth in Nicaragua requires a greater supply and a better quality of medium and higher level personnel (para. 3.01 et seq). The proposed project, by providing better and expanded facilities to secondary education, would meet urgent expansion and replacement needs and would also improve the quality of secondary education. The project is therefore a high priority need for the achievement of the country's devel- opment objectives (paras. 3.11 and 3.14). 5.02 Recent reforms of the secondary school structure and curriculum and proposed further developments assure a second level output consistent with the needs of overall development plans. The curricula of the primary teacher training schools and the secondary schools are well conceived (paras. 4.07, 4.10 and 4.11). It is recommended that the weekly workload should be increased to 35 periods as soon as possible and that selective procedures for entry into the secondary schools should be introduced in 1968 in order to prevent the overloading of the school facilities and to maintain standards (paras. 2.09 and 2.16). 5.03 Recent measures to expand and improve the training of teachers for primary and secondary schools, and proposals for intensification of these measures, promise an adequate and more relevantly trained teacher supply (paras. 2.06, 2.12 and 2.13). Steps have been taken to assure that not only the number but also the disciplines of secondary school teachers are matched to the needs (paras. 4.13 and 4.14). 5.04 The supply of candidates for admission to the schools is ample (Annex 11). The present and projected future demand for the output of the schools assures sufficient opportunities for employment and for entry into advanced studies (paras. 3.06, 3.13, and 4.13). 5.05 Most public schools are ill-housed and require replacement or extension (paras. 2.11 and 4.03). The proposed schools are acceptable in design and reasonable in cost; they would constitute a greatly improved environment for learning and teaching for almost half the enrollment of secondary education and would provide facilities for use by a more skilled teacher force. Boarding facilities, including some staff housing, are needed in only three schools and form only a minor part of the project (paras. 4.06, 4.08, 4.10 and 4.11).  - 21 - 5.o6 The equipment lists for the schools have been reviewed and are to be revised but estimated costs assure reasonable provision of equipment at realistic cost (paras. 4.04 and 4.20). 5.07 Procurement procedures for furniture, equipment and civil works would be in accord with international competitive bidding (para. 4.25). Architectural, engineering and building contracting services of satisfac- tory quality are available (paras. 4.24 and 4.29). 5.08 The share of capital cost of the project to be borne by Nicaragua and the recurrent costs generated by the project would be within the finan- cial capacity of the country (para. 2.32). 5.09 Assurances have been obtained on the following matters which directly or indirectly affect the successful implementation of the project: (i) appointment of full-time teachers in project schools and, by 1975, discontinuation of the practice of paying teachers' salaries per hour (paras. 2.12 and 2.29); (ii) review of the examination system in order to reduce the wastage and repetition rates (paras. 2.05 and 2.12); (iii) adherence to the enrollment structure of the proj- ect schools as given in Annex 18 (para. 4.05); (iv) adequate funds will be available for the proper operation of the schools, the budgetary allocation to education will be increased and a greater share will be allocated to secondary education (paras. 2.32 and 2.33); (v) the provisions for material expenditure (as against staff salaries)will be increased to assure the proper maintenance of the school buildings and the prop- er upkeep, regular replacement and modernization of school equipment (paras. 2.28, 2.31 and 4.27); (vi) experienced private architectural firm(s) will be employed to supplement the work done by the Ministry of Public Works (para. 4.29); (vii) the new sites for project schools which will not have been acquired at the time of signing the loan agree- ment will be obtained by the government within twelve months thereafter (para. 4.18). 5.10 The following would be conditions of effectiveness of the proposed loan:  - 22 - (i) a full-time project director, acceptable to the Bank, with supporting staff for administration, procure- ment and accounts, would be appointed in the Ministry of Education (para. 4.30); and (ii) a full-time project architect, acceptable to the Bank, with additional staff would be appointed from the Building Construction Department of the Ministry of Public Works (para. 4.30). 5.11 Government proposals for candidates to fill the positions of project director and project architect were presented during negotiations. 5.12 Subject to the assurances and the fulfillment of the conditions described above, the project provides a suitable basis for a proposed loan of US $4 million for 25 years, including a grace period of ten years. January 11, 1968  NICARAGUA: THE DEVELOPING EDUCATIONAL SYSTEM AGE 7 8 9 10 11 12 13 14 15 16 17 18 -1E PRIMARY - SECONDARY HIGHER PLAN 8ASICO CICLO DIVERSIFICADO AGRICULTURAL LYCEES NATIONAL SCHOOL OF AGRICULTURE COMMERCiAL STREAM SECRETAIRIAL _ ACCOUNTS 1 -NURSING SCHOOL CICLO BASICO ACADEMIC STREAMS 2 3 4 5 6 I F2] 3I -2- UNIVERSITY I _ UFACULTIES TEACHER-TRAINING FACULTY OF HUMANITIES TECHNICAL INSTITUTE (School of Education, r~~n r--n | r--n | |r---, School of Journolism, VOCATIONAL SCHOOLS \ / I 11 ~~IV12 13 14 of Soi JOBS I PROPOSED > z NOTE. The age-grade relation applies only in cases where the flow through the system is normal. x December, 1966 (R) IBRD - 3253x  NICARAGUA: ORGANIZATION OF THE MINISTRY OF EDUCATION | ~MINISTERl l l ~~~DEPUTY MINISTER i TECHNICAL COUNCIL PLANNING AND STATISTICS DIRECTORATE DIRECTORATE DIRECTORATE SECONDARY SCHOOLS PRIMARY SCHOOLS CULTURAL EXTENSION DIRECTORATE DIRECTORATE OF ADMINISTRATIVE SERVICES OF BUDGET 4 GENERAL SECONDARY SECTION URBAN SCHOOLS SECTION SCHOLARSHIPS TEACHER-TRAINING RURAL SCHOOLS SECTION PUBLIC RELATIONS -F ~TECHNICAL-COMMERCIAL l ADULT EDUCATION AND LITERACY SCHOOL OF ART H AGRICULTURAL l H IN-SERVICE TEACHER-TRAINING SCHOOL OF MUSIC H SUPERVISORY SERVICE l 4 AUDIO-VISUAL EDUCATION NATIONAL MUSEUM 5 ACCOUNTS l 5 SUPERVISORY SERVICE PUBLICATIONS INDUSTRIAL ARTS SCHOOLS LIBRARIES zZ December, 1966 (R) IBRD-3252X  GROWTH OF THE EDUCATIONAL SYSTEM, 1950, 1955. 1960-66 ENROLLMENT Enrollment ________ SECONDARY EDUCATION HIGHER EDUCATION 4/ Enrollment ' ~~~~~~~~~~~~~~~TEACHERS- Total Pre-Prim Tech. Non- I T all and and Univ. Univ. 1/ I Year levels Prirary Total Gen. T.T. Comm. Other Status Status Total P S H Total 1950 135,399 126,367 8,087 3,681 462 3,944 _ 870 75 945 3,191 813 101 4105 1955 144,187 135,977 7,018 4,199 1,164 1,655 - 952 240 1,192 4,58 618 130 5,256 1960-61 177,139 164,556 11,220 6,851 1,821 2,219 329 11,267 136 1,403 4,390 862 209 5,46) 1961-62 195,803 181,178 12,699 7,778 2,110 2,426 385 1,703 223 1,926 14,566 1,073 228 5,86? 1962-63 214,337 197,565 14,669 9,493 2,484 2,229 463 1,844 229 2,073 15,189 1,214 260 6,663 1963-64 231,133 210,988 17,760 11,958 3,324 1,906 572 2,152 233 2,385 5,419 1,416 379 7,214 1964-65 241,529 217,118 21,688 15,759 3,447 1,668 764 2,458 265 2,723 5,h50 1,622 397 7,469 1965-66 245,631?/ 215,481-' 26,882 18,377 4,810 1,980 1,515 3,317 301 3,318 ---- 1,701 408 ---- Legend: P=Pre-Primary and "rimary; S= Secondary; H = Higher; T.T.= Teacher Training; --- = not available 1/ Includes National School of Agriculture and the Nurse Training Schools 2/ fDes not include the literacy program 3/ En-rollnont figures may require minor adjustment; in some instances one or two small institutions are not included, in other instances they are. 4/ The teacher figures for secondary and higher include every part-time teacher as a unit. The same-teacher may be included three times over. Even in the case of primary teachers some teachers may be shown-tiice.  NICARAGUA: FLOW OF STUDENTS FROM FIRST GRADE PRIMARY TO FIRST YEAR UNIVERSITY, 1954 TO 1965 (THOUSANDS OF STUDENTS) 70 I X I a I I I 70 60 60 50 50 40 40 30 30 20 20 10 10 0 0 GRADE Ist 2nd 3rd 4th 5th 6th Ist 2nd 3rd 4th 5th Ist YEAR UNIVERSITY 1954 1955 1956 1957 1958 1959 1960 1961 1962 1963 1964 1965 D z PRIMARY SECONDARY (ALL TYPES) x (R) IBRO - 3263 p  FRIMARI SCHOOL ENROLL