Document of The World Bank FILE COPY FOR OFFICIAL USE ONLY Report No. 1806a-HO STAFF APPRAISAL REPORT SECOND EDUCATION PROJECT HONDURAS February 14, 1978 Latin America and Caribbean Projects Department This document has a restricted distribution and may be used by recipients only in the performance of their official duties. Its contents may not otherwise be disclosed without World Bank authorization. Currency Equivalents Currency Unit: Lempira (i) g 1.0 US$ 0.50 Z 2.0 US$ 1.00 Measures 1 r.2 1.09 yd.2 1 m. 10.80 ft. 1 Km.2 0.62 mi.2 1 Km. 0.39 mi. 1 ha. 2.47 acres Acronyms BNF National Development Bank CAHBANA Honduras Banana Corporation CIDA Canadian International Development Agency COHDEFOR Honduran Corporation for Forestry Development CONSUPLANE Higher Economic Planning Council EDUCREDIT Student Aid ENA National School of Agriculture ENF National School of Forestry Sciences IDB Inter-American Development Bank IHCAFE Honduran Coffee Institute IICA Inter-American Institute of Agricultural Sciences INA National Agrarian Institute INFOP National Institute for Vocational Training MNR Ministry of Natural Resources SCD School Construction Department USAID U.S. Agency fQr International Development Fiscal Year January 1 - December 31 FOR OFFICIAL USE ONLY HONDURAS APPRAISAL OF A SECOND EDUCATION PROJECT TABLE OF CONTENTS Page No. BASIC DATA I. DEVELOPMENT PROSPECTS AND HUMAN RESOURCES IMPLICATIONS .. 1 Development Prospects ............ . . . ....................... . 1 Human Resources Implications 2...................... 2 II. EDUCATION AND TRAINING SYSTEM ........................... 4 General .....4 Primary Education ................... . ..... .. 5 Secondary Education ... .. ......... ....... 7 Formal Technical and Vocational Education. 7 Formal Agricultural and Forestry Education ............ 8 Higher Education .................... 8 Nonformal Basic Education and Training. 8 Education Finance ........10 Government Development Priorities ..................... 11 III. THE PROJECT ....12 Obj etives and Composition. 12 Elements of the Rural Primary Education Component .13 Elements of the Agricultural Education Component 16 IV. COST OF THE PROJECT .19 Cost Estimates .............. . . 19 Contingency Allowances ................. . . .21 Foreign Exchange Component . . .22 Financing Plan ... ............. 22 This report is based on the findings of an appraisal mission which visited Honduras during July/August 1977. The mission comprised Messrs. A. Freire (senior educator), L. Secco (architect) and T. Ramos Saco (agricultural educator, consultant) and Ms. L. Jallade (economist, consultant). This document has arestricted distribution and may be used byrecipients only in the performance of their offcial duties. Its contents may not otherwise be disclosed without World Bank authorization. TABLE OF CONTENTS (Cont'd) Page No. V. IMPLEMENTATION AND DISBURSEMENTS ....................... 23 Project Administration . ............................. . 23 Implementation Schedule ...... ........................ 24 Sites ...... .......................................... 24 Civil Works Procurement .............................. 24 Furniture and Equipment Procurement ................. . 25 Maintenance ........................ ............... 25 Disbursements ..................................... .... .... ... 25 Completion Report ....... ............................. 26 VI. BENEFITS, RISKS AND UNCERTAINTIES. AND EVALUATION ...... 26 Benefits ................. ............................ 26 Risks and Uncertainties .................. ............ 27 Monitoring and Evaluation .. ...... .... .. .... ........... 27 VII. AGREEMENTS REACHED AND RECOMMENDATION .............. ... 27 ANNEXES ANNEX 1 Supporting Tables and Charts T 1. Comparative Education Indicators T 2. Requirements for Professional and Technical Manpower T 3. Educational Profile of the Labor Force T 4. Professional and Technical Vacancies at the Ministry of Natural Resources T 5. Projected Output of Secondary and Post Secondary Schools in Agriculture and Forestry T 6. Projected Requirements for Middle and Higher Level Technicans in Agriculture, Animal Sciences and Forestry T 7. Stock of Trained Agricultural Manpower in Employment T 8. Enrollments in Primary Education by Area and Grade T 9. Cohort Analysis: Urban Primary Schools T10. Cohort Analysis: Rural Primary Schools Tll. Primary School Textbook Production T12. Secondary Enrollments by Level, Field of Specialization and Grade T13. Actual and Projected Expenditures in Education T14. Public Fixed Investment in Education T15. Recurrent Expenditures in Formal Public Education by Level T16. Recurrent Expenditures Per Student in Public Education T17. Rural Primary Project Schools T18. Upgrading Courses for School Supervisors, Directors and Teachers T19. Curriculum for Primary Schools TABLE OF CONTENTS (Cont'd) T20. Technical Assistance Implementation Schedule T21. Summary of Estimated Project Costs T22. Contingency Allowances T23. Financing Breakdown by Category of Expenditure T24. Project Implementation Schedule T25. Disbursement Schedule C 1. Structure of the Formal and Nonformal System of Education and Training 1977 C 2. Organization of the Ministry of Education 1977 C 3. Enrollments in Public and Private Institutes 1975 ANNEX 2 Selected Documents and Data Available in the Project File MAP HONDURAS. if Basic Data Population (1975) 2.9 million Urban 0.9 million 31% Rural 2.0 million 69% Average Annual Growth Rate t1971-74) 2.7% Urban 5.2% Rural 1.8% % Under 15 Years of Age 48% Labor Force (1974) In Thousands % Total 76J3 100 AgricTulture 461 60 Industry 113 15 Services 189 25 % of Population 29 GNP (in 1976 market prices) US$ 1,162 million Per Capita GNP US$ 390 Annual Growth Rate (1969-76) 3.2% Central Government Expenditures 21% (as % of GNP) Literacy Rate (1975) 53% Urban 74% Rural 44% Enrollment Ratios (1975) Primary ( 7-12) 90% (gross); 78% (net) Secondary (13-18) 16% (gross) Higher (19-24) 4% Public Education Expenditures (1976) As % of GNP 4.2% As % of Central Government Expenditures 18.8% Per Capita Expenditures US$ 16 See also Table T-2 I. DEVELOPMENT PROSPECTS AND HUMAN RESOURCES IMPLICATIONS Development Prospects 1.01 In the 150 years since independence from Spain, Honduras has made slow economic progress, with per capita income reaching only US$390 by 1976, among the lowest in the Western Hemisphere. Two-thirds of the population of about three million live in rural areas, 18% in the cities of Tegucigalpa and San Pedro Sula, and the rest in secondary cities. The rate of population growth is high (estimated at about 2.7%). Malnutrition is widespread and most people have no access to piped water or sanitary waste disposal. Disparities in income distribution are wide: a 1967-68 Survey of Incomes and Expenditures showed that the poorest 40% of the population, almost all of whom resided in rural areas, had an average income per capita equivalent to only one-fifth of the already low national average (e.g. about one-tenth of the urban average). 1.02 Honduras' slow economic growth has largely reflected trends in agricultural output and exports. The country's major natural resources are land and forests, and agriculture (including forestry) accounts for nearly two-thirds of employment, a third of GDP and about 80% of total exports. Nevertheless, the full potential of the agricultural sector is not yet being realized. Besides good agricultural soils in the northern and southern coastal plains and inland river valleys, some 18% of the land area is covered by exploitable pine forests. However, the predominance of steep rugged terrain and isolated valleys makes potentially cultivable land difficult to exploit and road construction costly. With respect to yields, productivity is relatively low as a result of traditional farm practices, inefficient land use and tenure patterns, and the heavy toll of pests and animal disease. Except for the production of sawn wood, the forestry industry is still rela- tively underdeveloped, and wasteful exploitation practices could lead to significant resource depletion. Finally, recurring natural disasters and adverse weather conditions, coupled with heavy dependence on the export of only a few basic commoditie's (bananas, coffee, lumber and beef), have also resulted in periods of depressed agricultural output. With regard to other sectors, mining accounts for 3% of GDP, manufacturing 17%, construction 6%, and services 45%. 1.03 Current development strategy emphasizes export diversification through forestry development and tourism, and improved rural productivity and income distribution through agrarian reform. Supported partly by improvements in the structure and administration of the tax system, public fixed investment increased significantly to about 7.5% of GDP in 1976, as compared with 3.8% in 1972. Investment in the productive sectors also increased from 1% to 10% (as a share of total public investment) during the same period, and there was an important trend to strengthen or create new public agricultural institutions. As a result of increased banana exports, high coffee prices and rapid expansion of both public and private investment and consumption, the GDP growth rate reached a relative high of 6% in 1976. -2- 1.04 Given good export prospects and the nature of the government's development program, overall economic-growth in the next five years should be even more rapid than in the recent past. The level of public fixed investment is expected to increase to about 10% of GDP by 1981, with a further increase in the share of the productive sectors through the Olancho forestry develop- ment scheme, a tourism project, and several small rural development projects in the initial years followed by some large integrated rural development and irrigation projects at the end of the period. A major hydroelectric project and expansion of social infrastructure account for the rest of the planned public investment program. Human Resources Implications 1.05 In 1974 Honduras had a labor force of about 763,000, of which 60% was in the agricultural sector. In the medium term, the overall labor force is expected to grow at a high rate of more than 3% per year, with the agri- cultural sector growing at a slower rate of slightly more than 2% annually. Given that total and agricultural GDP are projected to grow at rates of more than 5% and 4% annually over the next 10 years, a significant increase in output per worker is expected (Table T-2). The average educational level of the labor force is low: in 1974, 41% had no formal education and 27% had fewer than three years' primary education; the respective proportions were 52% and 27% among agricultural workers (Table T-3). Some 47% of the population is illiterate, with the highest rates being observed in rural areas. Professional and technical occupations account for only 4% of the total labor force. With overall enrollments in upper secondary and university education growing at a fast pace and semiskilled training needs in the non-agricultural sectors being taken care of by the recent creation of the National Institute for Vocational Training (INFOP), the main priorities for future human resources development are to raise the basic education and training level of the rural population and to increase the supply of highly qualified agricultural personnel. 1.06 Basic Education and Training of the Rural Population. Traditional production practices and land use patterns are among the main factors account- ing for low agricultural productivity. A 1975 survey concluded that as many as 84% of the farmers in the sample required some type of agricultural training to improve production techniques, diversify output and stimulate participation in cooperative organizations. Families covered by the agrarian reform program have some access to training, extension and credit services; in the last five years the number of such families has been increasing by about 11,000 annually. Both within and outside the reform sector, several public and private agencies are involved in farmer training programs with some financial support from international agencies. It is estimated that in 1975 about 13,000 farmers attended such courses, and more than twice that number are expected for 1977. The effectiveness of this manpower training effort is, however, constrained by the very low level of education of the participants. Acknowledging this problem, both the 1974-78 Education Plan and the new plan now under preparation give first priority to rural primary education linked to rural development needs. Targets for 1985 call for providing accelerated -3- primary education to all overage students, raising the enrollment ratio of the seven year age group to 95%, and-increasing the proportion of students completing the fourth and sixth grades to 85% and 65%, respectively. 1.07 Technical Manpower in Agriculture and Forestry. As a result of government emphasis on agricultural development, the demand for professionals and technicians in that sector has increased markedly and shortages are now acute (Table T-4). It is estimated that by 1990 the stock of agricultural and forestry professionals and technicians will have to be almost tripled. Planned output from relevant educational institutions during 1977-1986 represents from 60% to 80% of projected requirements, depending on the field, but only 40% to 55% when graduates likely to undertake further studies or other activities are excluded (Table T-5). Many Honduran students receive graduate and post graduate training at foreign universities, and government loan and fellowship programs for studies abroad are being implemented with foreign assistance. Also, the National University has received IDB support to increase gradually its output of agricultural professionals. 1.08 At present, therefore, the government is focussing its concern on the training and recruitment of technician level personnel. The budgets and staffing of the public agricultural agencies have increased rapidly in recent years, a trend expected to continue in the future. In order to compete with the small private sector for scarce manpower, most public agencies offer significant staff training incentives and the central government has recently increased its standard salary scale. In cases of extreme shortage, central government agencies recruit personnel on a special contract basis at above standard salary levels. Consequently, unfilled vacancies in public agencies are attributable more to absolute manpower shortages than to failure to attract personnel due to poor conditions of service. 1.09 The main agricultural technician 1/ occupations include extension agents, loan/project evaluators, and instructors. Requirements for such technicians are estimated at 1,600 for the next 10 years (Table T-6). Among the three educational institutions providing relevant training, the upper secondary National School of Agriculture (ENA) in Catacamas has played a key role; its graduates are easily absorbed by the market and they represent between 50% and 94% of the manpower employed in the abovementioned occupations. Graduates from the lower secondary J. F. Kennedy Agricultural School are less easily absorbed, in spite of the lower level of their salaries. Finally, the post secondary Pan American Agricultural School, a high quality private inter- national institution at Zamorano, accounts for a relatively small proportion (17%) of manpower in intermediate level occupations in the public sector, because only a limited number of Honduran graduates are produced annually and some 35% of these are attracted to private employment (Table T-7). 1/ Excluding animal science personnel and forestry technicians, who are dealt with separately in paras. 1.11 and 1.12, below. - 4 - 1.10 As public agricultural programs develop, the mix of required skill levels is changing and the importance of specialized and fairly complex jobs increases. The output of Honduran graduates from the Pan American Agricultural School, although expected to double in 1977, will be inadequate. Therefore, the government plans to upgrade the ENA to post secondary status in order to produce the additional technician level manpower needed by the economy, while upgrading as well the J. F. Kennedy Agricultural School 1/ to include the upper secondary level to fill the gap left by the ENA. 1.11 With regard to animal science personnel, there are presently 52 graduate veterinarians in Honduras, all trained in foreign universities, of whom 80% are employed by the public sector. The ratio of veterinarians per animal unit - 1:45,000 - is the second lowest in the Western Hemisphere. As a result of the livestock development and animal health programs under way, serious shortages are being experienced: in early 1977 there were 22 vacancies for professional veterinarians at the Ministry of National Resources (MNR). At the technician level, the existing 94 animal science assistant posts in the public sector have been filled with unqualified personnel trained on an ad hoc basis. Minimum requirements for professional veterinarians are estimated at 65 for the period 1977-1987, 60% of whom could be expected to get training abroad through existing financial support channels or on their own, and 40% would require a special financial assistance program from the MNR as their main employer. Requirements for animal science technicians are estimated at 190 for the same period (Table T-6). 1.12 The Honduran Corporation for Forestry Development (COHDEFOR) presently employs 165 forestry technicians in production and exploitation activities, who have been trained at the National School of Forestry Sciences (ENF). COHDEFOR has thus far absorbed almost all the ENF's output, since private demand is still limited. Implementation of government development programs would require that a new type of industrial technician, presently unavailable in the market, be trained. Projected requirements amount to about 650 additional forestry technicians of the kind now produced and 165 of the new forestry industry technicians for the next ten years (Table T-6). II. EDUCATION AND TRAINING SYSTEM General 2.01 The formal education system in Honduras (Chart C-1) consists of one to three years of preprimary education, six years of primary, six years of secondary (including a common lower cycle and a diversified upper cycle), and three to six years of higher education. The Ministry of Education (MOE) administers most of the formal system up to university level. It includes operating departments for each level of education, as well as for adult education, arts and culture, school construction, and education planning (Chart C-2); decision making is heavily centralized and personnel tend to be poorly trained for administrative functions. The MNR is responsible for middle level agricultural technician training, while higher level agricultural 1/ Recently, November 28, 1977, upgraded to upper secondary level. -5- and forestry technicians are trained at the private Pan American Agricultural School and the ENF, respectively. INFOP provides apprentice and accelerated training for skilled and semiskilled workers in industrial, agricultural and service occupations. In addition, several government and private agencies carry out relatively small nonformal training programs. Primary Education 2.02 Primary education enrollments totalled 460,000 in 1975 (Table T-8), equivalent to 90% of the population aged 7 through 12 if overage students are included in the total, or to about 78% if they are excluded (Chart C-3). While a large number of children attend primary schools, only 30% of first grade entrants complete the full six year cycle and there are extreme dis- parities in access and efficiency between urban and rural areas. 1/ Urban enrollments are equivalent to 120% of the 7 to 12 age group 2/, compared with 60% in rural areas; while 54% of children complete six years of urban prima-y schooling, only 16% do so in rural areas. The serious inefficiency of the system is demonstrated by the fact that it takes 9.3 student years to produce one sixth grade graduate from urban schools and 19.5 from rural schools (Tables T-9 and T-10). The major reasons include: (a) the large number of schools offering fewer than six grades, as well as the long distances children need to walk; (b) the lack of appropriately prepared teachers and school directors for rural areas (about 24% of all rural teachers have no professional qualifications, and even the qualified teachers have not been trained specifi- cally for work in rural areas); (c) lack of teaching materials; and (d) the fact that the school curriculum is oriented more toward preparation for further studies than for rural life, although most rural children will never reach secondary school. The government has determined that the improvement of rural primary education is its main priority in the area of human resources development. In this context, the principal planned or initiated programs are described below. 2.03 School Nuclearization. Since 1973 the government has been experiment- ing with nuclearization 3/ of rural primary schools, as an approach to organizing and supervising rural education, so as to provide maximum access to children 1/ However, data indicate that there is no sex discrimination in the primary schools, nor in the upper levels of education in Honduras. Enrollment in primary education is approximately equal to sex ratios (female 49%, male 51%). The majority of primary teaching staff is female, and women hold numerous high positions in public administration, including the present Minister of Education and Technical Director of the Higher Economic Planning Council (CONSUPLANE). 2/ This figure is higher than 100% because of enrollment of overage children and of children from rural areas. 3/ A school location and administration system of linking primary schools at the local level. -6- and to integrate the schools into the community. Seventy-two "pilot" nuclei are now functioning throughout Honduras, but these have met with mixed success because careful study of each local situation was not made, appropriate train- ing was not provided to teachers and directors, and administrative procedures were not clearly defined. The government is presently developing policies to correct these deficiencies and plans to revise the legislation now governing the organization and administration of the school nuclearization system, as a basis for enlarging its experimental program with IDA assistance under the proposed second education project. In this new scheme each nucleus would serve 1,000 to 1,400 students, taught by 15 to 20 teachers on a double shift basis. A "central" six grade school would be linked to a number of neighboring schools which may have six ("subcentral" school) or four grades ("associated" schools). The central school would have, in addition to classrooms, a small workshop and a covered multipurpose space for providing accelerated primary education (three years of schooling equivalent to the six years of the formal system) to youths and adults, as well as literacy courses, some farmer train- ing, short courses in community development and in home economics. Walking distances to schools for children would be no greater than three kilometers. The director of the central school would have no teaching responsibilities but would supervise teaching activities and serve as liaison between the community and. the nonformal training agencies which would utilize school facilities. Besides ensuring maximum utilization of physical space, the double shift system would offer financial incentives to rural teachers, who would receive about 160% of normal salary for teaching two groups. Central school teachers would be trained in health, agriculture, or practical subjects and would supervise other teachers and assist in organizing community activities. The new nuclearization system would be implemented in the western, southern and southeastern regions of the country, where development activities are already in progress and/or the need to expand and improve education opportunities is most acute. A school mapping survey was conducted to determine where the new facilities should be located. In future, a nationwide school mapping program would be undertaken with a view to expanding the nuclearization system through- out Honduras. 2.04 Primary Teacher Training. The total number of primary school teachers in 1975 was 13,000, of whom about 81% were qualified (i.e., had completed secondary level teacher training and held teaching certificates). Nearly all of the unqualified teachers were located in rural areas where they constituted 35% of the total teaching force. Since 1974 the government has taken positive steps to improve and rationalize teacher training, by concentrating 47 pre-service programs into four teacher training schools which were financed under the First Education Project (Loan 954-HO/Credit 452-HO). This has served both to improve quality and to eliminate the former overproduc- tion of primary teachers. In future the government also plans to improve and expand in-service teacher training by constructing a new training center in Valle de los Angeles and by establishing in-service courses at existing teacher training schools during vacation periods. 2.05 Curriculum and Materials. Although the primary school curriculum was revised and improved in 1971, the syllabi continue to be urban oriented and not very relevant to rural life. In the absence of library books, -7- equipment or other supporting materials, teachers rely on traditional teaching techniques and do not often implement practical work. The government regularly printsktextbooks (Table T-11), which are provided free of charge at the primary level, but the distribution system is poor. Secondary Education 2.06 Inequalities of opportunity between urban and rural areas prevail at the secondary education level. Enrollments have been increasing at about 10% annually since 1970, and by 1975 reached 16% of the 13-18 year age group (Table T-12). About four-fifths of total enrollments were concentrated in Tegucigalpa, with the rest in other urban areas. Public school enrollments accounted for only 25% of the total, with semi-public schools 50%. Although the government supports one to two-thirds of the costs at the semi-public schools, students must pay the equivalent of from US$10 to US$20 per month, and the number of scholarships provided to needy children is small. There is still a wide margin for improvement in productivity of secondary education: only about 60% of entrants complete the lower secondary cycle (grades 7-9); 91% of these enter the upper cycle (grades 10-12); and 80% of entrants complete the cycle. 2.07 The lower secondary curriculum is common to all except a few voca- tional schools. The upper secondary curriculum is diversified, including specializations in general education (28% of total enrollments), primary teacher training (11%), secretarial studies and commerce (57%), and agricul- ture/industry (4%). Although both lower and upper secondary school curricula are satisfactory, the quality of education is still low due mainly to a shortage of trained teachers. About 25% of the teachers have the necessary training for their profession; the majority (53%) are qualified only for teaching at the primary level; others (17%) are only secondary school graduates; and the rest (5%) are university students or professionals without pedagogic training. This problem will be solved gradually as the secondary teacher training college, recently improved under the First Education Project, enters full operation in 1978. The college has a capacity of 1,600 students, is well equipped and effectively managed. Besides the pre-service course, it provides in-service training for teachers during vacation periods and regular courses for school directors, supervisors and vocational guidance counselors. Formal Technical and Vocational Education 2.08 Courses for training semiskilled workers are offered in two MOE lower secondary institutions which enroll a total of 580 primary school graduates. Efficiency is low: in 1975 only 60 students graduated after three to four years of training. At the upper secondary level, a public institution provides a three-year course leading to a technical secondary degree. Wastage has been extremely high (20 graduates in 1975 out of an enrollment of 172), and industrialists claim that the training is not related to occupational needs and that a graduate must be given further, intensive on-the-job instruc- tion. In 1974 the MOE obtained IDB financial and technical assistance to -8- improve formal technical education, through a project which is expected to be completed in 1979. In addition, the Federal Republic of Germany has provided substantial assistance (specialist services and equipment) for the operation of a technical center in San Pedro Sula, which offers a three year upper secondary level course to prepare industrial technicians. The effi- ciency of this center has been satisfactory; about 80% of the entrants graduate. Formal Agricultural and Forestry Education 2.09 The education system is not supplying sufficient qualified manpower for the agricultural sector. At present agricultural and forestry education is provided by: (a) one post primary private agricultural school; (b) one public upper secondary agricultural school under the MNR; one private post secondary agricultural school; and (c) one post secondary forestry school operated by COHDEFOR. The quality of training and relevance of curricula have been unsatisfactory in all the public agricultural schools, although two projects under way should help improve the situation. Functional physical facilities, adequate equipment, updated curriculum, and qualified staff for the MOE's upper secondary J. F. Kennedy agricultural school are being provided under an IDB financed project. The public upper secondary school (ENA) is being improved under the Bank Group financed First Education Project, and will be upgraded to the post secondary level under the proposed project in light of the projected needs for trained agricultural manpower to implement the government's agricultural development programs. The proposed project would improve the training offered by the ENF and help establish a new forestry industry technician course. Higher Education 2.10 Higher education includes the autonomous National University and several post secondary programs in agriculture, forestry and secondary teacher training. Enrollment in the University in 1975 was 10,635 (equivalent to 4% of the 18-24 year age group), distributed among three major areas of study as follows: health, 22%; social sciences, 54%; and engineering, 25%. Almost two-thirds are graduates of private secondary schools, and the government subsidizes 90% of the annual cost per student. University authorities, the government and students are presently studying a proposed reform to improve efficiency (in 1975 graduates represented only 7% of first year enrollments in 1970), establish a merit-based recruitment system for both professors and students, and design programs more relevant to national devel- opment priorities. Nonformal Basic Education and Training 2.11 Basic Education. Nonformal basic education for out-of-school youths and adults is provided under two types of programs: accelerated primary education and literacy training. The first comprises four years of study I/ 1/ To be reduced to three years under the proposed project (para. 3.06). - 9 - and is provided through evening courses or organized radio listening groups. In 1975 enrollments in this program totalled 33,342, of which 45% was offered in public schools and 55% in private centers, nearly all in urban areas. The number of persons completing accelerated primary education in the same year was a low 2,500. Literacy courses are also provided to about 10,000 adults annually, mainly in urban areas. 2.12 The government intends to reorient adult basic education under the auspices of a new agency administered by CONSUPLANE. Programs for the rural population will be designed on the basis of systematic evaluation, while the specific training will be provided by other agencies. In 1977 experimental programs have been initiated in the Aguan Valley under contract with the National Agrarian Institute (INA) and in Ocotepeque; results cannot yet be evaluated. The MOE's Department of Adult Education will be responsible for ensuring close collaboration between these programs and the formal educa- tion system in those areas of the country where the new primary school nuclearization scheme is to be implemented. 2.13 Farmer Training. The INA, MNR and INFOP are all rapidly expanding their farmer training programs. INA was providing "animation" training to over 23,000 families in its agrarian reform zones by early 1976. INFOP, through mobile agricultural training units, provided short term training to 3,350 farmers in improved production techniques in 1976. The MNR also offers training in production methods, linked to its extension services, and it will soon open three new farmer training centers, which were financed under the First Education Project, with a capacity of 50 places each for farmers, home- makers and youths. Evaluation of these new programs, as well as better definition of the respective roles of INFOP, INA and the MNR, is needed before any substantial expansion is attempted. 2.14 Health Training. The government is constructing 300 additional rural health centers, to make a total of 500 throughout the country. USAID is financing the training of paramedical workers and supplies for family planning. The government is also preparing an agreement with the National University to train nurses in rural health administration. 2.15 Vocational Training. Since 1973, vocational training has been developed by INFOP, with financing from a payroll levy. Under the First Education Project, two vocational training centers were built and equipped in Tegucigalpa and San Pedro Sula, and technical assistance was provided to help establish an in-plant training unit, organize an instructor training program and develop selection procedures. INFOP's output has increased from 333 in 1973 to 7,075 in 1976. With 90% of the courses oriented to upgrading existing workers, the focus has been on increasing productivity. Further expansion of in-plant and apprentice training is envisaged for the coming years, and greater emphasis is to be placed on improving teaching methodology, refining costing and measuring external efficiency. - 10 - Education Finance 2.16 Expenditures on education in 1976 reached a high 5.3% of GDP (4.2% for public education expenditures and 1.1% for the private sector). However, education's share of total public sector expenditures decreased from 18% in 1972 to 15.1% in 1976 (Table T-13). Education expenditures by the central government are by far the most important, accounting for 89% of total public education expenditures in 1976 (or 77%, if transfers to the National University are excluded). 2.17 Capital Expenditures. Capital expenditures for education have increased significantly over the last decade to about 7% of total public investment in 1976. A major inflow of external assistance in recent years has provided support to seven large government projects covering all of the main areas of education: primary, secondary, agricultural, industrial, university, primary and secondary teacher training, vocational training and student aid programs for higher education (paras 2.21-2.22). The total cost of these projects is US$40.7 million, with external financing of US$28.6 million. Some primary school construction is executed through a "self-help" system with community participation, and this has achieved significant economies in unit construction costs. Most of these major projects should be completed by late 1978, after which public investment for education would decline. However, investment would remain high in the sub-sectors of rural primary and technical education and training, with the proposed second education project equivalent to about 30% of total investment in education during 1978-1981 (Table T-14). 2.18 Recurrent Expenditures. Despite the fact that expenditures for education reached a relative high of 23% of total central government recurrent expenditures in 1976, the absolute amount spent fell short of the goals set by the 1974-78 Education Plan. In particular, the government has assumed full financial responsibility for only four of the 16 secondary schools financed by USAID (the remaining 12 retain semi-public status). Budgetary allocations for teaching supplies, maintenance and other nonpersonnel expenditures remain at a low level, particularly in primary and secondary education. The level of primary teachers' salaries is a low US$100 per month (initial salary), and does not provide sufficient incentives for attracting qualified teachers to rural areas. One of the striking features of educational finance in Honduras is the distribution by level of education (Table T-15): in 1976 primary and university education accounted for 62% and 19%, respectively, of total public recurrent expenditures for formal education, while secondary education accounted for only 15% (including subsidies to private schools). This unusual distribution results from the fact that only a low 25% of secondary enroll- ments are in public schools (para. 2.06). Expenditures for adult education and literacy training are also low in relation to their importance for current development programs. 2.19 Education's share of total public recurrent expenditures is not expected to increase beyond its present level in the next few years, although resources would increase in absolute terms, reflecting GDP growth and a likely - 11 - increase of public expenditures as a share of GDP. It is therefore important for the MOE to look for ways of increasing efficiency in the use of resources. For example, recurrent costs per primary student are now a reasonable US$47 (Table T-16), but these costs are between 150% (urban) and 300% (rural) above those which would be possible under a fully efficient system. Government Development Priorities 2.20 The National Education Development Plan of 1974-78 set out the ambitious goals of providing more equitable access to the educational system and linking it more fully with economic development. The strategy to achieve these aims included expansion and improvement of rural primary education on the basis of a school nuclearization concept, expanded public sector support for secondary education, improvement and expansion of technical and higher education, and expansion of nonformal education. Since the Plan was adopted, the government has expanded primary, vocational and technical education, has revised secondary curricula and is improving teacher and farmer training programs. Quality improvement of both primary and secondary education has lagged, especially in terms of school administration and supervision, in- service teacher training, and provision of equipment to secondary schools. In addition, budgetary constraints have forced cutbacks in the expansion of public secondary education. As discussed earlier, the main priorities for future development of the education system are to improve and expand rural primary education and the training of agricultural technicians. Additional priorities include the development of a basic nonformal education system for adults, expanded rural skills training, and expansion and quality improvement of secondary education, particularly in rural areas. These goals, which are financially feasible, will be articulated in the forthcoming 1979-84 National Education Plan. 2.21 Bank Group's Role in Education and Training. The basic objective of Bank Group lending to the education sector in Honduras is to support the government's effort to expand access to and improve the quality of formal and nonformal education and training relevant to the needs of the economy. The First Education Project (Loan 954-HO/Credit 452-HO - US$3 million each - of January 9, 1974) has assisted in developing more effective systems for the training of primary and secondary teachers, agricultural technicians and farmers, and skilled and semiskilled industrial workers. Implementation is proceeding in a satisfactory manner, and the project is expected to be completed by the original closing date of June 30, 1978. All project schools are now in operation, except one in Tegucigalpa, which is expected to be completed by the end of June, 1978. The agricultural training centers are completed and courses for small farmers and their wives will begin in early 1978. The construction of the extension to the agricultural school at Catacamas and of INFOP's vocational training centers at San Pedro Sula and Tegucigalpa will also be completed by the end of June, 1978. The proposed second education project would reinforce lending objectives in the sector by assisting the government in extending and improving primary and agricultural education opportunities for the rural population. 2.22 Activities of Other Donor Agencies. IDB assistance has been mainly for technical and higher education. A loan of US$2.8 million in 1969 pro- vided for construction at the National University; a second loan of US$7.5 - 12 - million in 1975 assisted expansion and replacement of two secondary level industrial and agricultural schools; and in early 1977 a loan of US$3 million was approved for a student loan fund for local and foreign study at the higher and technical education levels. USAID has assisted primary, secondary and nonformal education. A 1967 loan provided US$7 million for the construction of 16 secondary schools. After Hurricane Fifi in 1972, USAID financed emer- gency reconstruction of primary classrooms, and in 1976 made a loan of US$2 million for additional reconstruction in the coastal areas, construction of an in-service teacher training center, and equipment and materials for a curri- culum materials production center. Jointly with UNESCO, USAID is assisting with grant funds in the development of an experimental nonformal education program. UNESCO is also providing technical assistance in secondary education and secondary teacher training. UNICEF has been providing basic materials and equipment for pilot rural schools, and ILO has been assisting INFOP in voca- tional training. III. THE PROJECT Objectives and Composition 3.01 The proposed second education project is designed to support the government's rural education and training development strategy by: (a) improving the quality and efficiency of rural primary education through the provision of adequate school facilities, in the context of an improved school nuclearization system and supported by appropriately trained teachers and administrators and relevant curricula and learning materials; and (b) increas- ing the supply of agricultural professionals and technicians through expansion and improvement of two existing training institutions and through financing of the training abroad of professional veterinarians. Specifically, the proposed project would comprise: (a) the construction, furnishing, and/or equipping of the following educational institutions (see Table T-17 for further details): Schools Places Kepiace- Exten- iqutpment New Existing, Staff Institutions Total New ments sions Only Students Boarding Boarding Houses 40 Rural Nuclei 558 77 269 45 167 33,720 - - Post Secondary 1 - - 1 - 240 - 240 10 Agricl. School Post Secondary 1 - - 1 - 220 60 160 15 Forestry School - 13 - (b) in-service training of about 1,000 primary teachers, school directors and supervisors assigned to the project schools and upgrading of all teaching staff of the existing primary teacher training schools; (c) revision of curricula and/or syllabi for rural primary education and accelerated programs for overage primary students; (d) improvement of the distribution of textbooks and other learning materials to rural primary schools; (e) school mapping of the entire country; (f) professional training abroad of 20 veterinarians; and (g) related technical assistance, comprising five man/years of specialist services and eight man/years of fellowships for training abroad. Elements of the Rural Primary Education Component 3.02 Rural Primary Education Nuclei. This project element would assist in establishing 40 rural primary education nuclei (para. 2.03), compris- ing 558 schools, as follows: 131 four grade "associated" schools, 387 six grade "subcentral" schools and 40 "central" schools. A total of 853 class- rooms are included in the project, of which 545 would be constructed, equipped and furnished (80 in central, 363 in subcentral and 102 in associated schools), and 308 would be equipped and furnished only. Besides classrooms, each central school would have facilities for teaching science and practical subjects, a school library and an administration area. Subcentral and associated schools would have a workshop and storage area, and all schools would have a covered open space for community activities. In 1982, when project facilities would be in full operation, about 35,000 school age students would be enrolled in primary education (equivalent to 89% of the 7-12 year age group), as well as about 10,000 overage students (about one-half of whom would attend special accelerated courses). In addition, some 15,000 out-of-school youths and adults would receive literacy and nonformal training courses, mainly at the project central schools. Criteria for selecting the nuclei included a minimum population of 6,300 inhabitants, relatively low income levels, and inadequate education and training facilities; the majority of the nuclei would be located in areas where agrarian reforms and other development activities are already in progress. School mapping was carried out to determine the number of new and replacement schools needed, the schools to be expanded, teaching materials to be supplied, and in-service teacher training requirements. 3.03 Each nucleus would constitute a technical and administrative unit. The central school would offer six grades of formal primary education for school age children, two or three years' accelerated primary education for overage students, and literacy and nonformal training courses for out-of-school youths and adults. The accelerated primary education and literacy courses - 14 - would be offered by specially trained teachers. Nonformal adult training courses would be designed to improve agricultural productivity and the quality of life of each community. Trainers would include volunteers selected from among the most capable local workers and primary school teachers, all of whom would receive training by INFOP and assistance from agricultural extension workers. The Ministry of Health and CONSUPLANE's new nonformal education agency would also collaborate in offering short training courses at the central schools. Subcentral schools would provide the full six grades of primary education to communities 10 to 15 km distant from the central school, while associated schools would provide only the first four grades of primary education to small communities located within 3 km of a central or subcentral school where students might attend the fifth and sixth grades. Double shifting and multigrade teaching techniques would be used extensively, especially in subcentral and associated schools. The government gave assurances during negotiations that by April 1, 1979, it would take all necessary action, in- cluding the issuance of regulations, to organize and administer the primary school nuclearization system in a manner satisfactory to the Association (para. 2.03). 3.04 The director of each central school would be responsible for super- vising all schools in the nucleus (averaging about 14), and would serve as the liaison between the community and the nonformal training agencies. Given the pivotal role of the director, the government gave assurances during negotiations that it would select directors who are graduates of teacher training schools and specifically trained for this purpose and would classify their positions as equivalent to assistant supervisors. Project rural schools would be staffed with qualified teachers who had success- fully completed in-service training courses on rural basic community education under a school nuclearization system. The Ministry of Education would assign a teacher trained in multigrade teaching techniques for each group of about 35 students, regardless of grade, if working one shift and for groups of about 70 each if working two shifts. To attract and retain competent teachers for project schools, the government gave assurances during negotiations that rural teachers would be permitted to work two shifts, with salaries adequate to compensate them for such increased teaching responsibilities. 3.05 In-Service Training. This project element would finance a compre- hensive upgrading program for about 1,000 teachers, nuclei directors, national supervisors and staff of primary teacher training schools. The program would be implemented during vacation periods in the four existing teacher training schools which were recently constructed or remodeled under the First Education Project. Teaching staff for the upgrading courses, selected from among personnel of the teacher training schools, would receive special training during 1978 by international specialists contracted under the First Education Project. About 40 nuclei directors would receive a two month course on school organization and administration, modern supervision techniques, rural develop- ment and statistical data collection. Some 900 rural primary teachers would attend a course of about eight weeks' duration, aimed at better understanding the objectives and content of the revised curriculum for rural primary educa- tion (para. 3.06), including multigrade teaching techniques and the use of textbooks, equipment and other teaching aids. Optional training courses would - 15 - be offered to rural primary school teachers in agricultural and technical subjects under the auspices of INFOP. Finally, four administrators (princi- pals or vice principals) of the teacher training schools and three national primary education supervisors would be given fellowships to study abroad. A satisfactory implementation schedule for these courses has been prepared by the government (Table T-18). Given the particular importance of the courses in multigrade teaching techniques, the government gave assurances during negotiations that such courses would be established by December 1, 1978. 3.06 Primary Education Curriculum. The curriculum for formal primary education, which was revised in 1971 by the Education Reform Commission of the MOE, comprises language and mathematics (nine periods per week), social and natural sciences (eight), arts (three), health (three) and practical activities in agriculture, industrial arts and home economics (seven) (Table T-19). Although the curriculum is satisfactory, the syllabi need to be revised to reflect the social, economic and geographic conditions of rural areas. The present four year curriculum for accelerated primary educa- tion would be reduced to three years. The project would provide technical assistance to the Education Reform Commission in revising curricula and syllabi for formal primary and accelerated primary education (para. 3.10). 3.07 Educational Materials Distribution. Textbooks for grades 1 to 6 of primary schools are printed by the MOE. The project would provide technical assistance (para. 3.10) and a vehicle for the purpose of improving the dis- tribution of textbooks to project central schools. The project would also provide basic elementary science and mathematics equipment, maps, charts, and tools for agricultural and industrial arts. The directors would be respon- sible for assuring that schools within each nucleus receive teaching aids on time and would schedule the rotation of equipment items provided only to the central school but occasionally needed in the subcentral or associated schools. 3.08 School Mapping. This project element would finance technical assistance (para. 3.10), transportation, per diem of field personnel, office equipment and materials for school mapping and the preparation and printing of related documents. A central coordinating committee, comprising the Director General of Education Planning (chairman) and the Directors of Primary, Secondary and Technical Education, School Construction and Education Reform, would: (a) review methodology, techniques, forms and questionnaires used in the school mapping of the regions included in the proposed project; (b) update national, regional and local targets for expansion of educational opportunities at all levels; (c) establish an implementation program and supervise its execution; and (d) liaise with other relevant Ministries and public agencies. Regional supervisors, school directors, teachers, local authorities, and community leaders would be directed to collaborate with the school mapping effort. The government gave assurances during negotiations that draft terms of reference and a schedule for completing the school mapping would be made available for the Association to review by January 1, 1979. - 16 - 3.09 Evaluation. The programs implemented under the rural primary educa- tion component of the project should be evaluated continuously with a view to their future expansion throughout all rural areas. The project includes technical assistance (para. 3.10) to aid in the establishment of an evaluation system. The Project Unit educator would be responsible for directing such evaluation, in coordination with relevant offices of the MOE. The government gave assurances during negotiations that it would establish, by July 1, 1979, an acceptable evaluation system for the rural primary education component of the project. 3.10 Technical Assistance (Table T-20). The project would finance the equivalent of 34 man/months of specialist services and 48 man/months of fellowships in support of the rural primary education component, as follows: (a) specialist services in: (i) curricula and syllabi development for formal primary and accelerated primary education (12 man/months); (ii) school mapping (12 man/months); (iii) improvement of the distribution system for textbooks and other learning materials (six man/months); (iv) establishment of a system to evaluate the rural primary education component of the project (four man/months); and (b) fellowships for about four primary teacher training school administrators and three national primary education super- visors (48 man/months). During negotiations the government gave assurances that it would appoint specialists and select fellowship candidates on the basis of criteria and on terms and conditions acceptable to the Association, and that it would provide qualified counterparts for the specialists and make appropriate arrangements for the placement of fellowship recipients. Elements of the Agricultural Education Component 3.11 National School of Agriculture (ENA), Catacamas. This project element would assist the government in upgrading the ENA from an upper secondary to a post secondary level institution, in order to train higher technicians in agri- cultural and animal sciences (paras. 1.09-1.10). Since the existing school is being remodeled and expanded under the First Education Project, only some minor additional extensions are needed, including construction of two labora- tories, a milking shed, a workshop for processing farm products, 10 staff houses and four storage rooms. Capacity would remain at 240 boarding students in a three year course, about one-third enrolled in animal sciences and two-thirds in general agriculture, with an estimated annual output of 24 and 48 graduates, respectively. The school would operate on a trimester basis, and preemployment orientation subjects would be offered during the last term, with the participation of major employing agencies. The curriculum would include 33 periods per week, of which 52% would be practical, with students divided into small groups of 10. Students would be selected on the basis of academic background and proficiency tests from among graduates of secondary - 17 - education. A dropout rate of 20% during the course is estimated. Staff would number 24, almost all full time; about 75% would have minimum qualifications of a university degree in their teaching area, with at least two years of teaching experience and field practice; and the four department heads would have Master's degrees. 3.12 ENA is being reorganized in preparation for the start of post- secondary courses in 1978. No new students have been admitted to the upper secondary program since 1975-76; therefore, the last group of upper secondary students graduated in December 1977. Specialist services provided under the First Education Project have been engaged in the reorganization of ENA, in preparing a new curriculum and in determining the additional facilities required for the school's operation at post secondary level, although addi- tional technical assistance and fellowships would be needed to complete this task (para. 3.19). A more attractive staff salary scale is being established, and many of the staff are being replaced by personnel with higher qualifica- tions. It is planned to create an Advisory Board responsible for school policy, with representatives of the MNR, CONSUPLANE, INA and National Develop- ment Bank. Establishment of the Advisory Board of ENA, as well as the upgrad- ing of ENA to post secondary level, would be a condition of disbursement for this project item. 3.13 Although the proposed upgrading of ENA would fill a critical manpower gap, there would still be a need to train agricultural personnel at the upper secondary level. Therefore, the government has recently upgraded the existing (lower secondary) J. F. Kennedy agricultural school, which is being improved and expanded under an IDB education project. 3.14 National School of Forestry Sciences (ENF). This project element would improve the training offered by the ENF and help establish a new forestry industry technician course. It would comprise the construction of new laboratories and a library, the remodeling and expansion of existing dormitory blocks to increase ENF's capacity from 160 to 220 student places, and the provision of additional equipment and furniture. About 160 students would be enrolled in general forestry and 60 in the forestry industry course, with an annual output of 50 and 16 graduates, respectively. A consultant would assist the government in improving the student selection system (para. 3.19). ENF would operate on a trimester basis, with eight terms in the general forestry and nine in the forestry industry course. The first term would be common to both courses, and the latter would be given in the field; each course would include about 37 periods per week, with some 56% practical work; curricula are satisfactory. Students would be selected from among graduates of secondary education or the equivalent. About 15% of enrollments in 1977 are nationals from other Central American countries; this proportion will likely increase somewhat during the coming years. 3.15 COHDEFOR is providing the funds required for staff improvement in the general forestry area, and five persons are currently being trained abroad. After expansion, ENF would require a total of about 30 staff, including 23 for the general forestry and common subjects, and seven for the forestry industry - 18 - course. About 80% of staff members would have a minimum qualification of one university degree, supplemented by field experience in their teaching areas, and the remaining instructors would have at least a higher technician level degree. A minimum of five staff would be at the Master's level upon completion of the project. In addition, ENF would organize staff improvement courses in pedagogy with the cooperation of the Inter-American Institute of Agricultural Sciences (IICA) and the MOE's secondary teacher training college. 3.16 The new course for training forestry industry technicians would require specialized equipment and substantial technical assistance, both of which the Canadian International Development Agency (CIDA) has agreed in principle to finance. Receipt of the signed agreement with CIDA, or satis- factory evidence of alternative financing for the equipment and technical assistance, would be a condition of disbursement for this project item. 3.17 TraininR of Professional Veterinarians. This project element would finance the professional studies abroad of 20 Honduran students in four year university level veterinary science programs. The fellowships would include transportation costs, university fees, installation expenses, books and equipment, life and health insurance, food and lodging, and miscellaneous expenses. The program would be administered by EDUCREDIT, a decentralized public agency with extensive experience in handling fellowships abroad (includ- ing those sponsored by the government under USAID and IDB financed projects). A committee to be appointed by the MNR would select candidates from among students who had sucessfully completed a minimum of one year of general studies at the National University. The government would provide the Asso- ciation with a list of acceptable foreign training institutions and the curricula vitae of the candidates nominated to receive fellowships. 3.18 The Association would finance 75% of the cost of the fellowships, plus a 15% fee to EDUCREDIT for administrating IDA's share of the program, including control and followup of the students' academic performance and post graduate responsibilities. The balance of fellowship costs (25%) would be covered by EDUCREDIT under its regular program. Both this amount and the 15% fee would be reimbursable by the student, and these funds would be used to establish additional veterinary science fellowships. The student would repay the 75% financed by the Association by means of services to the MNR or an institution designated by it, for a period equivalent to twice the IDA-financed time spent studying for the degree (normally six years). Students who fail to complete the training course or who do not comply fully with the services requirement would be liable for reimbursement of total expenditures incurred during training. Students selected would sign a contract with EDUCREDIT and the MNR, wherein the conditions of the fellowship would be clearly set forth. A draft contract between the MNR and EDUCREDIT setting forth the financial conditions and regulations governing EDUCREDIT's administration of this fellowship program has been prepared. Receipt by the Association of the signed contract and of satisfactory evidence that the committee for the selection of fellowship candidates has been established would be conditions of disbursement for this project item. - 19 - 3.19 Technical Assistance (Table T-20). The project would finance the equivalent of 26 man/months of specialist services and 48 man/months of fellowships in support of the agricultural education component, as follows: (a) specialist services in: (i) agricultural education (24 man/- months) to assist the Ministry of Natural Resources in upgrading the ENA to a post secondary level institution; and (ii) student admission systems (two man/months) to assist the ENF in establish- ing criteria and regulations for the selection of students; and (b) fellowships for about four teachers of the ENA (48 man/months). During negotiations the government gave assurances that it would appoint specialists and select fellowship candidates on terms and conditions accept- able to the Association, and that it would provide suitable counterparts for the specialists and make appropriate arrangements for the placement of fellow- ship recipients. IV. COST OF THE PROJECT Cost Estimates 4.01 The total cost of the project is estimated at about US$7.6 million. The breakdown by type of program, shown in more detail in Table T-21, is summarized as follows: - 20 - Lempiras (million) US$ (million) Local Foreign Total Local Foreign Total Rural Primary Education Rural Primary Schools 5.60 2.62 8.22 2.80 1.31 4.11 School Mapping 0.10 0.02 0.12 0.05 0.01 0.06 Teacher Training and Textbooks 0.12 0.06 0.18 0.06 0.03 0.09 Technical Assistance 0.04 0.28 0.32 0.02 0.14 0.16 Sub-Total 5.86 2.98 8.84 2.93 1.49 4.42 Agricultural Education National Agricultural School 0.38 0.14 0.52 0.19 0.07 0.26 National School of Forestry 0.34 0.22 0.56 0.17 0.11 0.28 Veterinarian Training 0.08 0.72 0.80 0.04 0.36 0.40 Technical Assistance 0.04 0.22 0.26 0.02 0.11 0.13 Sub-Total 0.84 1.30 2.14 0.42 0.65 1.07 Project Administration 0.34 0.08 0.42 0.17 0.04 0.21 Base Cost Estimate /2 7.04 4.36 11.40 3.52 2.18 5.70 Physical Contingencies (8.7%) 0.68 0.32 1.00 0.34 0.16 0.50 Sub-total 7.72 4.68 12.40 3.86 2.34 6.20 Price Contingencies (22.5%) 1.88 0.92 2.80 0.94 0.46 1.40 TOTAL PROJECT COST 9.60 5.60 15.20 4.80 2.80 7.60 /1 US$1.00 - Lempiras 2.00. /2 Base cost estimate expressed in prices as of January 1, 1978. 4.02 The construction costs for rural primary schools are based on contracts recently awarded by the MOE and on a cost analysis of a comparable prototype design. The prototype consists of a module of 8m x 8m, including a gallery of 2m x 8m. Facilities will be one story buildings of a simple design using economical standards and specifications, with concrete floors and block walls, and asbestos-cement roofing sheets. Depending on location, sanitary installations will be water-borne toilets or latrines. The base cost per module was estimated as of January 1978 at US$2,700 (about US$40/m ), taking - 21 - into consideration that local communities would provide an additional contri- bution, not included in the total project cost, valued at about 20-25% of the cost per module (for site development and some materials such as sand, gravel and stones). In cases where the community contribution is deficient, such costs will be met by the government (para. 5.05). Cost of land is not included in the project; where sites cannot be donated by the community, the cost will be borne by the government. Furniture and equipment costs are based on recent procurement experience in Honduras for comparable schools and average US$18 and US$8 per student place, respectively. The average capital cost per student place is estimated at about US$146, but it should actually be much lower since about 50% of the project schools would be used on a double shift basis. 4.03 The construction 2osts for the extension of the ENA and ENF are estimated at about US$120/m of gross floor area, excluding site development costs, and were derived from actual costs of recent construction contracts for comparable designs under the First Education Project. The proposed extensions include laboratories, staff houses and agricultural facilities and they will be one story buildings with brick or concrete block walls, asbestos- cement roofing, concrete flooring and flexible electrical and mechanical installations to permit future adaptation to different training purposes. Site development costs have been estimated at about 12% of construction costs. The furniture and equipment costs for the extension of ENF have been based on costs under the First Education Project. Architectural designs and super- vision for ENA and ENF project items would be contracted with consultant architects acceptable to the Association. Professional fees have been esti- mated at 12.5% of construction costs in accordance with local regulations. 4.04 The cost of in-service teacher training courses has been estimated at an average of US$30 per trainee/week, which includes payments to professors, per diem of trainees, teaching materials, reference books, and transportation. The cost of school mapping has been estimated at US$60,000, including staff transporation and per diem, office equipment and materials for the preparation and printing of related documents. The cost of improving the textbook distribution system, estimated at about US$11,000, includes a vehicle and some office equipment and materials. The cost of technical assistance specialists has been estimated at US$50,000 per man/year. Training abroad of veterinarians has been estimated at US$5,000 per man/year (including US$4,500 for fellowships and US$500 for administrative costs of EDUCREDIT), reflecting the costs of various Latin American universities where the training courses are likely to be offered. Fellowships for other studies have been estimated at an average of US$10,000, because some courses may be selected in universities in the United States or other countries where the costs would be higher. Contingency Allowances 4.05 Contingency allowances have been added to the base cost estimate for: (a) physical contingencies averaging 8.7% of the base cost, estimated as follows: 10% for civil and site works, professional services, furniture, - 22 - equipment, teacher training and project administration; (b) price contin- gencies averaging 22.5% of the base cost plus physical contingencies, esti- mated as follows: 12% in 1978/79 and 10% in 1980/81 for civil and site works and furniture, and 8% in 1978/79 and 7% in 1980/81 for equipment, technical assistance, professional services, project administration, teacher training and school mapping. Total contingencies amount to US$1.90 million, represent- ing about 33% of the base cost estimate. Contingency allowance calculations by category of expenditure are shown in Table T-22. Foreign Exchange Component 4.06 The foreign exchange component is estimated at about US$2.80 mil- lion, representing some 37% of the total project cost. This has been calcu- lated as follows: (a) furniture, 15%; (b) school mapping, project administra- tion and professional services, 20%; (c) civil and site works and teacher training, 30%; (d) specialist services, 85%; and (e) equipment and fellowships, 90%. Financing Plan 4.07 Capital Costs. The total project cost of US$7.6 million would be financed by an IDA credit of US$5.0 million and a government contribution of US$2.6 million. The proposed credit, equivalent to 66% of the total project cost, would finance the equivalent of the full foreign exchange component of US$2.80 million and US$2.2 million or 46% of local currency costs. A break- down of financing by category of expenditure is shown in Table T-23. 4.08 The annual government budgetary allocation and IDA funds required to finance project implementation have been estimated as follows: Financing Schedule (US $'000) Calendar Year Government IDA Total 1978 300 600 900 1979 960 1,850 2,810 1980 780 1,500 2,280 1981 560 1,050 1,610 TOTAL 2,600 5,000 7,600 The government should give assurances that it would make sufficient and timely budgetary allocations to meet the annual requirements for counter- part funds to implement the project. - 23 - 4.09 A revolving fund amounting to about US$100,000 would be needed to finance semi-monthly labor payments and procurement of some construction materials for each school. The government gave assurances that such a revolving fund would be available to the School Construction Department of the MOE no later than September 1, 1978, when rural school construction would begin. 4.10 Recurrent Costs. The recurrent costs generated by the project would be well within the capacity of the central government to finance. The rural education component would generate about US$1.3 million (1977 prices) additional recurrent expenditures per year by 1985, when the schools would be in full operation, representing an increase of 3% over the MOE's 1977 recurrent budget. As the result of two offsetting trends - improved efficiency in the utilization of staff and increased resources for supervision, school supplies and maintenance - recurrent costs per student in the project area would be slightly reduced. The agricultural education component would raise recurrent expenditures by about US$0.5 million annually by 1980, equiva- lent to 1.7% of the 1977 recurrent budget of the relevant public agencies. About 45% of the projected increase for the recurrent budget of the ENA is expected to be met from increased school farm revenues. The absorption of the projected output of agricultural and forestry technicians from project and nonproject schools for the 1977-87 period would require an expansion of staff positions, representing an average annual increase of less than 1% in the recurrent budget of the four main public employers (expected to absorb about 75% of the projected supply). V. IMPLEMENTATION AND DISBURSEMENTS Project Administration 5.01 The Project Unit established under CONSUPLANE to administer the First Education Project would be responsible for coordinating implementation of the proposed second project and for liaison with involved Ministries/agencies and the Association. This Project Unit presently comprises a director, an engineer, a procurement specialist and an accountant; it would be strengthened by the inclusion of an educator acceptable to the Association, whose appoint- ment will be a condition of effectiveness of the proposed credit. The MNR and CORDEFOR would each appoint a high level officer acceptable to the Asso- ciation, responsible for the implementation of the project items related to its Ministry/agency and for liaison with the Project Unit; these appointments would be a condition of effectiveness of the proposed credit. 5.02 The School Construction Department (SCD) of the MOE would be respon- sible for the physical implementation of the rural primary education component. It would, inter-alia, be responsible for: (a) preparing architectural briefs and designs (on the basis of the already discussed and agreed prototypes); (b) preparing furniture and equipment lists and bid documents; (c) organizing support from the communities for rural school construction activities; and (d) supervising civil works. For these purposes the SCD would be strengthened and - 24 - the director would be assisted by the following full-time staff: one manager- engineer, two supervisor engineers, one administrator, one accountant, two social promoters and support staff. The government gave assurances that appointment of the key personnel acceptable to the Association would be made by September 15, 1978. The salaries of these full-time staff, estimated at US$277,200 net of contingencies, have been included in the total project cost under professional services, but would be financed by the government. The salaries of the Project Unit staff in CONSUPLANE have been estimated at US$210,000 net of contingencies; these have also been included in the total project cost under project administration, but would be financed by the government. Finally, the project cost also includes a sum of US$48,000 for procurement of four vehicles, additional office equipment and furniture for the SCD and a vehicle for the Project Unit. Implementation Schedule 5.03 To assist in the effective and timely execution of the project, an implementation schedule had been prepared and was discussed during nego- tiations (Table T-24); the government gave assurances that the schedule would be reviewed and updated on a regular basis and used as a project implementa- tion and monitoring tool. Sites 5.04 The MOE already owns the majority of sites needed for project rural primary schools. Criteria for location, size and conditions of these sites were discussed during appraisal; the government gave assurances that sites for project primary schools would be selected in accordance with criteria accept- able to the Association and acquired prior to the start of construction. Existing sites at ENA and ENF are suitable for the construction of the exten- sion included in the project. Civil Works Procurement 5.05 Rural Primary Schools. Foreign contractors are unlikely to be interested in bidding for civil works under this project component because of the scattered and remote locations of the schools and their small con- tract size. The contract size may vary from about US$3,000 for construction of a one classroom school to about US$80,000 for a complete nucleus. The SCD, which has considerable experience in rural school construction, would carry out the civil works program as follows: (a) construction would be executed on a labor contract basis with essential building materials supplied by the government and by contribution of local communities (e.g., sand, gravel and stone); (b) whenever possible lump-sum contracts would be signed with the selected contractors; (c) SCD would maintain separate accounts for each school or educational nucleus and would make semi-monthly payments to contractors in accordance with the quantity of work completed; and (d) the bulk of the building materials would be procured in accordance with local procedures acceptable to the Association and would be delivered to each school in accordance with the implementation schedule. For the purposes of ensuring quality control of - 25 - construction, about 40 labor contractors would be selected and trained by staff of SCD and INFOP in a one to two week course on the construction procedures and methods established for modular rural primary schools. An amount equivalent to 10% of the building materials' cost has been included in the project to finance transportation. IDA disbursements for the construc- tion of rural schools would be made on the basis of statements of expenditures, with the understanding that the SCD would maintain all the related documenta- tion for IDA supervision missions to review. Annual audit reports on accounts related to the expenditures made in executing project items under the MOE would be done by the Audit Unit of the Ministry of Education; the government gave assurances that these audit reports would be available for the Association to review not later than four months after the end of each fiscal year. 5.06 National Schools of Agriculture and Forestry. Construction contracts would be awarded on the basis of competitive bidding advertised locally in accordance with local procedures satisfactory to the Association. Foreign contractors are not expected to participate in bidding for the construction of extensions to the ENA and ENF, at costs of about US$250,000 and US$200,000 respectively, although they would not be precluded from doing so. The list of prequalified construction firms approved for the First Education Project would be reviewed and an updated list of prospective bidders prepared. Construction supervision would be carried out by the architectural firm responsible for designs. Furniture and Equipment Procurement 5.07 Contracts for furniture and equipment for the project institutions would be awarded on the basis of international competitive bidding in accor- dance with IDA guidelines. Furniture and equipment which cannot be grouped into packages for bulk procurement of at least US$50,000, not exceeding in the aggregate US$190,000 (equivalent to about 15% of the estimated total cost of furniture and equipment), would be procured in accordance with local procedures acceptable to the Association. A preferential margin for domestic manufacturers would be limited to 15% of c.i.f. base costs of imports or 50% of the applicable import duties, whichever is lower. Maintenance 5.08 The government gave assurances during negotiations that it would adequately maintain the buildings, equipment and furniture of the institutions included in the project; and would make all necessary repairs and renewals thereof in accordance with sound administration and technical standards. For this purpose, adequate allocations would be included in the budgets of the Ministry of Education, the Ministry of Natural Resources, and the National School of Forestry Sciences. Disbursements 5.09 Disbursement of IDA funds would be made over a period of four years, with construction and procurement and installation of furniture and equipment completed by about mid-1981 (Table T-25). Disbursements would finance: - 26 - (a) 64% of total expenditures for site works and professional services for extensions to the ENA and ENF and 64% of total expenditures for all project civil works; (b) 100% of foreign expenditures for imported equipment and furniture or 85% of expenditures for locally procured equipment and furniture; (c) 100% of foreign expenditures for technical assistance; (d) 75% of total expenditures for veterinarian fellowships and 100% of total expenditures by EDUCREDIT for administration of the fellowships; and (e) 100% of total expendi- tures for school mapping, teacher training and improvement of textbook distri- bution (Table T-23). Disbursements in respect of items (b), (c), and (d) would be made against normal documentation. Financing of items (a) and (e) would be on the basis of statements of expenditures, with the pertinent documentation kept in the Borrower's files and subject to review by the Association. However, disbursement applications for financing the civil works of rural primary schools would be supported by certificates signed by the Project Unit stating that construction had been satisfactorily completed and the school(s) was (were) ready for operation. Retroactive financing not exceeding US$30,000 would cover expenditures incurred after July 1, 1977 in respect of professional services for designing the extension of the ENF and for construction of ENF's dormitories. Completion geport 5.10 The government gave assurances that the Project Unit director would be responsible, in consultation with the Ministries of Education and Natural Resources and COHDEFOR, for preparing and furnishing to the Association within six months after the closing date of the credit, a completion report on the execution and initial operation of the project, its costs and benefits, the performance by the government and the Association of their respective obliga- tions under the Credit Agreement, and the accomplishment of the purposes of the credit. VI. BENEFITS, RISKS AND UNCERTAINTIES, AND EVALUATION Benefits 6.01 The proposed project would assist the Government of Honduras to correct the imbalances in basic education and training opportunities between rural and urban areas and to train critical middle and higher level agri- cultural manpower necessary for implementation of its rural development programs. About 35,000 primary school age children and 25,000 out-of-school youths and adults would benefit annually from the provision of basic educa- tion and training services in the project institutions. Through the intro- duction of an improved system of school organization and administration (the revised school nuclearization system), the training of about 1,000 rural primary teachers, school directors and supervisors, and the provision to rural primary students of textbooks and other learning materials, significant improvements in quality and efficiency are expected. The project would thus help reduce the considerable wastage in annual operating expenditures for rural primary education caused by low student completion rates. - 27 - Risks and Uncertainties 6.02 No major risks are foreseen. The largest component of the project, the expansion of rural primary education within the framework of an improved nuclearization system, would benefit from the experience gained by local educators and policy makers in earlier attempts to implement a similar system (para. 2.03). There would be a shortage of qualified teachers and administra- tors if their conditions of service were not improved, but the assurances described in para. 3.04 above are considered adequate to avoid such a problem. Some delay in project execution and consequently higher investment costs could occur if school construction based on community participation methods were not carefully supervised, but such a risk is considered small given the proposed staffing of the Ministry of Education's School Construction Department as set forth in para. 5.02 above and the implementation procedures described in para. 5.05. Monitoring and Evaluation 6.03 The project would be administered by the Project Unit established for the First Education Project, strengthened by the addition of a full-time educator, which has the experience and authority necessary to carry out this task. A comprehensive implementation schedule was designed during appraisal, was agreed upon during negotiations and would be periodically updated as a project monitoring tool. Systematic evaluation of the software/educational aspects of the project would be undertaken by relevant offices of the Ministry of Education, with support from a technical assistance specialist financed under the project; the government would also prepare a completion report on the project within six months of the closing date of the credit account. VII. AGREEMENTS TO BE REACHED AND RECOMMENDATION 7.01 During negotiations the government provided assurances that it would: (a) take all necessary action, including the issuance of regulations, to organize and administer the primary school nuclearization system in a manner satisfactory to the Association, no later than April 1, 1979 (Para. 3.03); (b) select qualified nuclei directors specifically trained for this purpose and classify their positions as equivalent to assistant supervisors (para 3.04); (c) permit rural teachers to work two shifts, with adequate remuneration (para. 3.04); (d) establish by December 1, 1978, in-service training courses in multigrade teaching techniques for rural primary teachers in the project area (para. 3.05); - 28 - (e) prepare by January 1, 1979, draft terms of reference and an implementation schedule for the school mapping program (para. 3.08); (f) establish by July 1, 1979, an acceptable evaluation system (para. 3.09); (g) appoint specialists and select fellowship candidates on the basis of criteria and on terms and conditions acceptable to the Association, provide suitable counterparts for the specialists and make appropriate arrangements for the placement of fellowship recipients (paras. 3.10 and 3.19); (h) make sufficient and timely budgetary allocations to implement the project (para. 4.08); (i) establish by September 1, 1978, a revolving fund for construction of rural primary schools (para. 4.09); (j) appoint key staff to the Ministry of Education's School Construction Department, by September 15, 1978 (para. 5.02); (k) regularly update an implementation schedule and use it as a project monitoring tool (para. 5.03); (1) select suitable sites for project primary schools (para. 5.04); (m) make available to the Association annual audit reports (para. 5.05); (n) make adequate budgetary allocations for maintenance and operation of project schools (para. 5.08); and (o) make the Project Unit director responsible for preparing a Project Completion Report (para. 5.10). 7.02 The following would be conditions of effectiveness of the proposed credit: (a) the appointment to the Project Unit of a full-time educator acceptable to the Association (para. 5.01); and (b) the appointment by the Ministry of Natural Resources and CODEFOR of liaison officers acceptable to the Association (para. 5.01). - 29 - 7.03 The following would be conditions of disbursement for the respec- tive project items: (a) for the National School of Agriculture (ENA), the establish- ment of an Advisory Board and the upgrading of ENA to post secondary level (para. 3.12); (b) for the National School of Forestry Sciences (ENF), satis- factory evidence of the availability of financing for equipment and technical assistance (para. 3.16); and (c) for the training of professional veterinarians: (i) a signed contract between the Ministry of Natural Resources and EDUCREDIT; and (ii) satisfactory evidence of the establishment of a committee for the selection of fellowship candidates (para. 3.18). 7.04 The project constitutes a suitable basis for an IDA credit of US$5.0 million to the Republic of Honduras. February 14, 1978 ANNEX I CtIMPARAIIVL LDUCAIJON INDICAttIRS TABLE T-1 Page 1 of 2 I JAN, II, 1979 I .......................................................... ....................................................................... I I I a I I I - I '.Ne/ C-411 11 TIIIAI 111 IIF PUBLIC 11 11 IPRI, jAV'PI#l# I I 13I.C IT I 1100111AI Dt"11041"Hil It: I to"I.14TWO ji.ITER. I PRI, iCtIMPLE. 1514- W , islu- I I IAlI 11, I 011,1 1XI'. I FILLUTIMCNr $ACV OENHOLLifilIN oDfNIDIgAtAitY IklInN MAIE 1NRL1LLkDENTSjNIQHkRj , I T. 'B' ICIDLIVOILOW ALLOCArl'01 RAIF lithill) IIIAtE FUNIPCR lititAITUN iFili'M PRI,IRATIO IPER IENRULLI P-11'. if'O ILI !.: I XI'. I ft) I ILII i (I LIF I NEt IFIIII.SCM.MACHO In GNP/ IN) SEC, I NEt ITFACM- RATIOI '(PIM111.5.1 1115S): OIL V )I UDU. IIIRI. 3LC, HI.IADULTSJI (t) ICYCLE(II)IIER I CAPIIA I (1) I CS) IEN a (X) I I I I I I I I I I I I I I (0 It Ile) : (1) : (4) I CS) I (b) I(7) I (Al I (4)I (IO 3 Ot) l(la) 1(13) 9(14) 1 .................................................................................................................................... ADVANCED AUSTRIA 71 7.SL 4,410t ov.s Ova 470 ISD 109 99 901- 911 26 ?to 49 St 19 6.00 CANAVA ie ez.5L 6. usitr 7.7 19,4 34 In 19 98 89 9a 24 ato 99 sa 17 9.00 I]ER'4ANY F.WLI'de ItO. a I. 6, ?.0 4 . JI 14.2 ... 74*4 eb 04 91 99 .33 49 qt 22 17.00CY JA PA t, 7i Ivy,'TL 4,OuL 4.1 eq.? 39 3a la 99 990 99C ZSC 2.0 99C 1040 POC 26.000 NEIMLNLANUS 7I I A, 51- %,?SVC F, . S I 1) . tu -%a as 19 tiq 9s 9s 24 S'( 97 73 24 il'ou N[- ZLALANil ?I I.OL 4.110C S.? .1. 34 a4 1-9 99 99 99 26 vo- 99 67 19 24.00 NOR.Ay lt 4.QL S.AbqC 7 , o 0. I SR ji 13 99 99 98 20 1,9 99 76 14 11.00 SwCDE4 73 A'c 7,240L R.9 I 4'..) 36 t4 11 99 99 99 17 0 0 1 90 45 10 30.00 U.K. 72 55, 'IL 3, Sqgt 6.1 I ,.I 26 19 22 ga 99 ... 26 2,0 1-6 b3 I? 11.00 U.S.A. V? 411.yL 1,,Out 6.4 15.4 ... 73** 27 99 99 qq 2su 204 1-1 103 iqu 29.00 CURLIPC 70 4.1 ?,SYQ ?.6 10.4 37 16 21 ebb q9 A2D 31 2,0 70E 80 27 15.00 IRLLAND 11 3.ft 2, lke,)C 5.1 t3.91) 4%f 41Y 14Y 901 ft? 94A Ss ... 9%A 75 19 7.00A PONTUGAL 75 4.6 1,.3g 4, 4 07.A Sz 27 11 it) 9a Ss 21 Soo 70 ag 14 7.60 ROMANtA YS al.1 t, 1464 4.0 ft.4 3% O 11 9R lati at ... as 49 22 10.00 SPAIN 71 SS.IL 2,4991 2.40 15.2A 49Y 22Y ISY 94A 91A SSA off 9-0 agA 'SO 6.00A AFRICh ALGKR IA 77 tft.4 Y-OtIG ?,S 42 '.. Zt is 7ax 4s 19 4'a S's 26X 13 6.00 BENIN 71, A.ol. 1?*L 1%. , Savo 47 .1 to 11 32XB ?*a Soo 2s . all 439 76 398 o,4w4cy UUTS.ANA 74 Q'7 "', S.0 ?0.4 3H " is 2s ?OX 7s Is 5.9 24 13X la *'Oy BORIIN111 74 1.0 40 2.5 1).qu 47A 4111 12R la 2OX 110 is 10.0 14 ax is I'D CAKLRIIUN 73 'P. &L ?SO[ 5.9 d'O.V IKY z9Y 17y ... 74 ... SIDY ... e., 9 23CY 0,90CY C.A.R. 7;j I.% p1qL 4.4k IV.% sb tq ... ... 44tv as fisev P.. is SCY ?78V 0.67Y CHAD ?S 4.oL I ovE 11.0 lu.4 7A Z2 IS 29xsy 3a fisay lS'Q a 2xey 30 0,01ey CONGO(O) 74 10 470 6.9 19.1 40 Itz 21 Sol 133% 61 fill 6.0 40 33X a2 3.40 EGYPY 74 Itb. 4 ?Mt, Sol ... Io 36 24 4q 74X 4S 40 64 39X 26 11,00 ET4111PIA 7. ift,V luv Z'm t S.m 2" is I t, 7 21 ... so 63 a 34 GAbith I't m.S t,Qt,qL 5.4 2V.b 2-i 9 It ... InAlkaY zst qhc Sea t6A. aer 21C 1:44ty GAMI,jA 70 V.S liv "i - I .'. ;. .1 b I -) 21 1.4 3% ... 92 &3 2. GHANA 71 It. *L 4 401 4.1 ?4.qUR 189 150 ISO ... S&XCY 6a SOCY ... 14 Aix 16cy 0.74gy IVQICI( c"Abi 7e 60L qtQE b. 1; 24.7 27gy Ildl 13Y 9A S2 s74 46 I.. 0-9 to 25 1.209Y KENYA To IS.R ?4o s.g e..v 67 is to 40 go? 601 114 600 so 16 27 1,0 LE SOT "U 75 I.t i4qr 11.0 49 IN Zi 40 as S4 sa hilk to 26 t'40 LISCH(A 7. I.S 41o ?.I 13.e ?T Is I to 73 SR ... 3s 2,0 la 26 1.10AY MADAGASCAII Id R.6 140 3.2 II . j St dq as 44 6AX 141 6% is's 46 qx 26 1.00 MALAAI lb 5.a 140 ?.4 10.0 4i 16 23 2s S6Fx II S2 '?, 4 70 4EX 20 0.26cy MALI 75 S. Tr 149F 4,zm 33.vr 45F SIF taF IOF 22xr 48F q'SF SGF ix 23 MAURITANIA ?v WL ?4vt 4 '' ?1.0 ... ... ... 19 151, 91 f.. 3 24 MAUH111113 7#. b9s 4,7 I... I SU 1?6 a nvc 94 90 14 9# MORI It;cu 74 1 Itio 4.S 49 32 I'So S'Qc I...s 44 07 9 261 Sax 21 ly It 93X 21 2'Go NI6ER I A 71 730C 11?7F 3.?N ... 49* ?.A ZOA ... 39xcr 34cy 4 20ey o.3?cy RWANDA 73 vi.vL avE I'?C A.qo ... ... ... 2`3 sz St a 13 0.23cy 3ENCGAL 79 4.qL SNoL 4'qN it.5011 34A GRA $* IV 3ex ... 46 ... six 25 t.71cy 31ERRA LEII14L 71 1.9L SYML 3.4 ?1.4 31 36 31 IS? 34X 4S 32- 4,61E 65 13X 21 0.538Y 5U4ALIA ?S 1.4 log 1.70 19'NO 190 160 190 .502 341 a6 3s 16.6 66 3 is 0.10 3UDAN TO IS.4L 2NOE 4.S 13.? 41 29 201 Is 36 7s 4s 4,0 2S 11 20 1,23Y 3WAZILAND TS 0.5 479 ;,A --- 38 3i 19 so 73 ?I p 3.8 St 24 22 1.00 TANZANIA, 74 tGOL 16ot S.104 17.0 ltb ... la 63 44X ... 49 .1. 7 2 21C 0.30 7UNZSIA 1rit 5.1;L 6501: 6.v; ?3.4 17 411 In Ss 72 at 4t 6.0 31 14 21 3.00 UGANDA 70 11.tL p4of S.PN 17.aCR 400 220 2SO 2S4 4sXCy 16 14A 4 UvecR VOLT& 7'e S.AL guE 4.9 -I.9 fell XCY 21 .'sesy JAIRC 6s 1. 6 5 I* ... 4s 44.0 20 2 a3 0.0tay 71 24.1L lsot SOICN k1.3C S4C t7C 29C is 61 is 44A 6.0 43 a 24 0,968Y ZAN61A 74 4.A Sig S.% 14.2 34 to 14, 43 as so 47 9.0 2. 13 22 1,60 CENTRAL A-COILA AND Tkt: CAR113HI AN ;------------- 4:9L A49r 5 P e.1:7 SI Is I? okq $&CY 6s "q 3.0 so 22cy 25 DUMINICAN RLI'.7t L bSgL 3:0 13 9 12.11CY CL SALVADI-H 42 1?4 ae St so I? 54 3100 63 ;'CS 24 7 75 IL, it L 4101 1.6, ?I.n 41 5 II 608 4sc ... M y 39 'eV o, GUATC-ALA 711 S. IL sMgL 1.9 I..o .19 2 4:SsBy NAlft SS Ill 14 47 64 26 35 its 69 a 2s 4.oqy T. a.? ?00 1.9 A.0 4t 21 11 JOB 2SF 13 s6U 3.0 62 4 ... 0.7 MONOURA3 75 Z.9 3904 4,,,G JR.RG 6IG ISG 19G S3 Ts 10 3s 3.0 68 It IT 4.00 iAqAICA 7le Z.QL I . I -)*I 6.sy t9.7 IIY i2y Ty R6 106xy ... S2 12xy iq 4 79y ME X T CO To ST.4c I , ON"c 2.4 9.3 S4 24 it 76 Yt 31 46 N IC ARA r.11A 74 -. uL .79t .h. S 1,1.2 390 63 29 23 6:32cy IRL41DAD & T, 7. 41 is 13 S7 6s at 37 2.0 91 17 24 7.04 30IJfh AMEVILA 1.00 1,A75E 1.4k $4.Ro S#E JSE 13t OOL III 91 34 2.00 49 44 2s 10; ;ZMA 7" 5.8 lisf S.# 17.SF %A 17B 29D Z4 SF' 1.1 40 too SRAZIL rl 101.9 1,010 %.v sz.4 ;;; -;Q'r ;;c 44A 86C ... 2TCY CMILL 74 10.4L 1130C A.by 1Q..AY 36Y 14Y Say 3781 26a ISCY 6.009 CULIIMBIA 70 21.jL Savor 4. 14p.9 35 #A 26 is 1, 36 'a 7 ... ECIIAOIIR 7,- ..4L linoc 't.? ?1.7t 4sQY 429Y lqoy 69 721 ... Sol 0.1 11 1: ::91701, GUVAhA 74 V.A -960 S. AN 14.70 47 is 14 AgA 92K 39 31 6.6 19 682 1 124 00 PARAGUAY 714 Its %I 1) I'A I I .# 55 13 zi Al #1 11 26 30 1.9 fis 17 51:09 PERIO 71 1-4. 41- 749L 4.S ;,4. 1 0 So I2 $S 72 so is 390Y 3.6 70 'so 2131DY 12.00 ur(lirlitAy 71, J.. A t , 34;4p ;' S t%.3 46 14 Iq 94 qfi ... 24 83 .4. 0 WENEZI)CLA 7t 11..bL t,469E .4.6 19.9 '100 ,HQ ISQ 77'% at ... 33 4 4.1 33 1-,.:3cy ANNEX 1 CI*HPAnAYOVL tCDUC.TION IN~DICATORS (CONTD) TABLE T-1 Page 2 of 2 ItJAN, 33. 1978I I I 2 S S 2 8 I a S 3 S I II I 8 CNr'j I I G41V it TO)!ALIX [IF PUBLIC I a aPR?. SAV.PRI. SWSIIC 2 a SCA3'l1A2 o DVonTD8r'u$LL t T DULATIIIN ILITEI' PRI, SCOMPLE. SSTU- 1SCH.TEACM:PROGRE33.8 3EC. $STU-I8 I Al a 1I LUU.8 LXI'. I FlEuurirT*E IACY 88NHOLL8FION 2OENTS8SALARY IN8ION RATE SENROLLEOENT31MIGMER2 I g93AI.'I*j (s 8r'UILILIOr'VIITLDIEXP ALLOCATED: RAT.'E gRA(ID 8RArC FUJRzPER iRELATION :FROM PRI,SRATIO $PER tEN,*CL.L. IPillp. g**21(jj3 LXOP. Ti' I TU: IC Or 21 NET sPR!,SCH.:rEACHI TO GNP/ i rO SEC. 3 NET 17EACM.. RATIO: YI'8VJLLS. (iJ.A)t "'k TI S LDU. aPRI. LC, 1t8.vAOUVSJi CZ) ICYCLECO)2If4 CAPITA S (0) a 81) SIR g (1) s2 8 2 S2 2 3 2 2 8 I 8- * tEl 23 (2?) I Cl) I (') t8 (5) S (6) 8C 7) I (Al) 2 (9) 2 (30) 1 (81) 8C323 aCI31S) (34) 2 ASIA AND .8:LA091A AFGHAN15.8AN la 2o.11 Ito 398' 232' 16P 8#Ai 260 24 48 5*so 78 ex 28 8.00 BANr.LAO*E2- 7A 7,..4L 2001L 8? . .. 23 560 ... 48 . ... 23% 25 *.. CHINA(TAI.A%l 75 15.78. a*[38 1t.2 3'8*Q 2A4 ? 2 9RC 94 40 14.0 a4 bic 26 20.OOC 11,D8A 72 %95.bL 8'fio Z.aVY .,.. ..... 29 79 *... 43A .. *, 8 ?0AY 4:.OIAY 18801l4C58A 7*3 8llo8 ?./EfO 1.9F gi.or 69 22 to bob1 791 43 30 2.06 52 19X 14 2.0 IRANI 71 13,1L 1,P508 t.1 lt1?.b SUB 2og I 8 5*9 77 74A 12 5.08 BOA 24 12 '8,32CY IRA' 7,e So . L 81,118r 6.7 14',31D . .... 24 6280 ... 22 ... ..* 260C1 2. 4..JAcy J311DA,d 719 1.t.L .8108 7.0 A*H S2 is 23 59 930 76 38 5,0 8*8 500 22 4.00 KU48:A 75. 3%.1t 5 Sb Z.' I ,.R LA 5b 31 2 9de I 2040 98* 52 3.5 77 550 38 7.8 L.ELIAki le 1.21. 1,0708: 3.5 IR* Pt. 19 40 go 68* 86, 65 89 2.0 63 2b0 25 23.00 MALAYSIA Yu It.? 0-1*) 6,'I ?n.O o 44 31 It 60L: 96F #0 12 4.00 83F 'lAP 27F 3.0Oo7 NEPAL 7. 2.07,b 8i@F 1.1 30.0 29 20 41 89 59 28 31 2.3 64 84 24 0.8 UMAN 72- v. L t bfqC8 2.7N S."* 9o * 20 240 99 31 7,0 ., 0.4X 9 . PAKIStA% 715. b8.0 l13u 8.6 80.2 45 Os 14 23 *870 so 39 ?.0 *. 37X iB 6.00 PAP-,A N.G:. 75 2.6 480 5.6 th.. lA4 16 24 32 577 732' 31 83.0 90 320? 24 0.90? P'9ILIPI'II-,LS 74 fl1,4L '1101. .5 S 34.9 71 Is 12 Al7 804 *. 34 35.0 ... '860 ... 21.00) SI..YllA'Jr8 l 7 .2 ?,rl: .1. 8..2 44 33 I5 7S0 960 72A 33 *.1 99A 571 24 B.?sT SYRIA I 5. 7.4 .oo 1.4 t09 30 25 26 53 889 70 35 2.0 92 45 21 12.00 I8AILAND 73 4w.7L 1308: 4.ONF ~'0.7r 65 9 is 8*2 2173 93C 12 3.0 U 918: 21X 24 2.00 TUNALY ?ce 17.40 9. iof ... t3.0D8*..... . .. ,SXCY ... 140Y I .. *. 2270 270Y 5.31BY 18:9*8:8. ~~~71 4.48: gIgE1 V.5 *8u 45P' ZIP W32 10 S5 8 1 . 75 OX 19 0.0501 YEMEN P.0.k. le. I 8,6L ?"08 ?, IA 22Z. 6 79 S22 - I 0 ?0x ILI 29 I30.0 99 82x 208 0.0 800 SUMMA1RY F1** LIILVLL**I'8NG C**UN11t03 S. l*UML8CR 187F C:I11t1RE83 77 is 71 72 72 74 90 s8 Al Ss is el 76 74 R&NGF' 80,5S- (I."- (25- to- (V- (S- (J0- (17- (349. (8.8- (7.. (. (9. (.018 Iv.) 12.1; Y*(', :.. 4 ,) 909 18402 99 I 65 I s 5.42 991 7'.:!'.-3' 23.0) 08ANTILLS:***IIN 1 ~~~~~~~~~ ~~~. ? 22.2 55 it lea 75 57 75 46 8 80 29 26 6.0 ML.8)A9*1 4 ,60 Sol. 0 45 23 8s so 73 50 18 5 63 36 23 2.00 3 It~~~.0a 31.9 36 36 22 21 52 10 31 S 25 9 20 .9
Группа Всемирного банка · Staff Appraisal Report
Honduras - Second Education Project
Открыть оригинал документа
Полный текст размещён на сайте публикующей организации. lawenc.com индексирует метаданные и ведёт на официальный источник.
Полный текст
Основные сведения
Организация
Группа Всемирного банка
Тип документа
Staff Appraisal Report
Страна
Гондурас
Источник
Всемирный банк