- FILE COPY DOCUMENT OF INTERNATIONAL BANK FOR RECONSTRUCTION AND DEVELOPME14T INTERNATIONAL DEVELOPMENT ASSOCIATION Not For ublic Use Rport No. 132a-CO APPRAISAL OF A THIRD EDUCATION PROJECT COLOMBIA June 11, 1973 Education Projects Division Latin America and the Caribbean Regional Office This report was prepared for offal usn only by the Bank Group. It may not be publihed, quoted of cited without Bank Group authorization. The Bank Group does not accept responsibility for the accuracy or completnes of the report. Currency Equivalents US$1.00 22.50 Pesos I Peso - 1J$044&i 1 minlion Pesos us-0 Meaures 1 n 2 " 10.76 sq. ft. 1km o 0.62 mL. 1km2 - 0.38 sq. mi. 1 hectare - 2.47 acres Fiacal Year January 1 - December 31 GLOSSARY ACPO - Accion Cultural Popular (Popular Cultural Action), a private organization, promoting education through radio schools. CPU - Common Facilities Center, an institution providing workshop and laboratory facilities for diversified secondary education. ICCE - Instituto Colombiano de Construcciones Escolares (Colombian Institute for School Construction), a semi-autonomous agency responsible for implementing the Bank-financed education projects, and also for construction of Government school buildings. ICFES - Instituto Colombiano para el Fomento de la Educacion Superior (Colombian Institute for the Development of Higher Education), a semi-autonomous agency responsible for coordinating and planning higher education. ICOLPE - Instituto Colombiano de Pedagogia (Colombian Pedagogical Institute), a semi-autonomous agency responsible for educational research and developing educational materials especially at the primary school level. INEM - Instituto Nacional de Educacion Media (diversified secondary schools), offering a diversified curriculum that integrates practical and academic subjects. RCS - Rural Comprehensive School, a lower-secondary school which offers a diversified curriculum and forms the basis for an education extension service supporting the rural development program in the particular region. SENA - Servicio Nacional de Aprendizaje (National Appren- ticeship Service), a semi-autonomous agency offering specialized courses for workers in agricultural, industrial and commercial subjects in its training centers throughout the country. COLOMIA. BASIC DATA Area 1,139,000 km2 Population (1972) 23.0 xU.lion Population Growth 3.2% p.a. Urban Population (in towns with over 20,000) GDP (1970) TiM market prices) Pesos 130 billion GDP per Capita (1970) US$ 325 Annual Growth of GDP in Real Terms (1960-1970) 5.2% National Government's BUdget as Proportion of GDP (1970) 14.1% Literacy Rate (1972) 74% &irollment Ratios (1970) (including over-aged) Primary 99% Secondary 19% Higher 3.5% Education Expenditures (1970) (as proportion of GDP) Public 3.7% Private 1.1% Total 4.8% COLOMBIA APPRAISAL OF A THIRD EDUCATION PROJECT TABLE OF CONTENTS Page No. SUMMARY AND CONCLUSIONS ................................. i-ii I. INTRODUCTION .................................. 1 II. SOCIO-ECONOMIC BACKGROUND ............. 1 III. EDUCATION AND TRAINING ...... .................... 3 General .................. . .. 3 The Education and Training System .... ........... 4 Education Development Strategy . . . 7 IV. EDUCATION FINANCE ..... ... ........ 8 Expenditures, Past and Present ........ 8 Future Education Expenditures ........... 9 V. THE PROJECT ...oo ... .......... 10 General ......... o........... 10 Common Facilities Centers ........ 11 Rural Comprehensive Schools ....... 13 Technical Teacher Training Program ................ 14 Rural Development Services' Center ...... o.o ..... oo. 16 Sector Studies .... . .... .... ..-. 16 Technical Assistance ................ o.. 17 Follow-up Evaluation of the Project ......... 18 Cost of the Project ................... 18 VI. IMPLEMENTATION AND DISBURSEMENT. . 21 VII. AGREEMENTS ANI) RECOMMENDATIONS ....... oo........... 22 This report is based on the findings of an appraisal mission which visited Colombia in November 1972. The mission consisted of Messrs. B.A. Thoolen (economist), H. Leavitt (general educator), A. Stam (architect), A.G. Apodaca (FAO agricultural educator) and H. Baritsch (Unesco technical educator). APPENDICES A. Education and Training B. Location of Project Institutions ANNEXES 1. Comparative Education Indicators 2. Latin America Education Indicators 3. GDP and Employment, 1970-1980 4. Outputs of the Formal Education System, 1960-1968 and 1969 5. Enrollment by Grade and Controlling Authority, 1968 6. Enrollment and Teachers by Type of Education, 1968 7. School-Age Population and Enrollment Projections, 1970-1980 8. Sources of Education Finance, 1965 and 1970 9. Education Expenditures by Level, 1970 10. Education Expenditures, 1970-1980 11. Curriculum for Diversified Secondary Education 12. CFC's: Enrollment in Designated Participating Schools, 1972 and 1978 13. CFC's: Projected Numbers of Graduates 14. CFC's: Teaching and Non-Teaching Staff Requirements 15. RCS's: Enrollment and Teaching Staff of Project-Connected Primary Schools 16. RCS's: Teaching and Non-Teaching Staff Requirements 17. Technical Teacher Training Program: Requirements for Project and Project-Related Secondary Schools, 1974-1977 18. UNDP Technical Assistance Program 19. Summary of Project Cost 20. Unit Capital Costs in Project Institutions 21. Contingency Allowances 22. Project Implementation Schedule 23. Estimated Disbursement Schedule CHARTS 1. Education Sector: Organization Chart, 1972 2. Structure of Formal Education, 1972 3. Population and School Enrollment by Age, 1968 4. Secondary School Enrollment, 1964-1980 5. Flow Chart Diversified Secondary Education 6. CFC's: Operational and Decision Flow Chart MAP COLOMBIA APPRAISAL OF A THIRD EDUCATION PROJECT SUMMARY AND CONCLUSIONS i. This report appraises a project for the extension of a major reform of secondary education and for the expansion of education and training in rural areas for which a Bank loan of US$21.2 million equivalent is proposed. Colombia's secondary education reform is being implemented on a pilot basis in 19 new diversified secondary schools (INEM's) established with the help of two Bank loans, one of US$7.6 million in 1968 (No. 552-CO) and one of US$6.5 million in 1970 (No. 679-CO). The physical execution of the first and second projects has been slower than expected, but the main bottleneck, the procure- ment of equipment and furniture, is being overcome through strengthening the implementation agency's procurement capacity. The new diversified curriculum is being implemented properly and a number of innovations have been introduced successfully. As a result, the INEM's are having an impact on the whole edu- cation system. ii. The two projects under execution and the proposed third project are concerned with correcting the main deficiency in Colombia's education system, namely, the lack of relevance of most secondary education programs. Academic education prevails, which prepares students only for university entrance and does not produce the trained manpower needed for social and economic develop- ment. The Government gives high priority to the expansion of diversified secondary education which integrates practical and academic subjects into a properly balanced general education program and prepares students for a broad range of possible employment and further training. This shift away from the academic bias will help to meet Colombia's manpower needs while at the same time reducing the pressure on the universities. The proposed third education project would build on the experience gained in the INEM's and would assist the Government in its policy of expanding diversified education throughout the secondary level. The first stage of the reform was the establishment of new schools in the large cities. The logical next stage is the extension of diversified secondary education to existing schools in medium-size cities and to rural areas. iii. The implementation of the diversified secondary curriculum requires workshops and laboratory facilities which are lacking in existing secondary schools. Because the schools are generally of small, uneconomic size, these facilities should be concentrated in facilities centers for common use by groups of existing schools. The technical teachers needed for the envisaged expansion of diversified secondary education will be trained under a special program, since the present supply of technical teachers is insufficient. iv. To reverse the trend of a widening gap in living standards between urban and rural areas, the Government is giving more emphasis to increasing agricultural productivity and improving basic services in rural areas. The Government intends to establish rural comprehensive schools in regions where development programs are being carried out. These institutions will provide the opportunity for lower secondary education which presently is lacking and - ii - be the basis for an education extension service needed to support rural de- velopment. In Colombia several models for integrated rural development are being tested. The rural development services' center in Las Gaviotas is de- veloping into a model for the vast area of the Eastern Plains and an exten- sion of this center is required. v. In addition to the secondary education reform, already being imple- mented, the Government has now defined the broad outlines of an education re- _orm at all levels and is formulating a comprehensive strategy for education development, which would be based on the outcome of a forthcoming sector sur- vey and specific sector studies, e.g., a mid-term assessment of experiences with the existing INEM's and a comprehensive manpower study, which would form the basis for further Bank lending in education. vi. The proposed project would help the Government to meet the above needs. It would consist of: (a) 24 common facilities centers; (b) 13 rural comprehensive schools; (c) a technical teacher training program; (d) extension of a rural development services' center; (e) assistance for a sector survey and for sector studies. vii. The Instituto uolombiano de Construcciones Escolares, ICCE, is re- sponsible for the implementation of the first and second education projects and would also be the project unit for the proposed project. ICCE will super- vise construction and equipping of all project institutions and carry out the major part of the design work. Contracting of civil works and procurement of equipment and furniture would be based on international competitive bidding, but it is expected that only the equipment component will attract foreign bidders. A preferential margin (equal to 15% of c.i.f. basic prices or the existing import duty, whichever is lower) would be accorded to domestic manu- facturers. Colombia is a member of LAFTA and the Andean Pact; preferential treatment under these agreements, however, is irrelevant for this project since ICCE is exempted from import duties. viii. The total project cost is estimated at US$33.5 million. The pro- posed loan of US$21.2 million would finance: (i) the estimated foreign ex- change cost of US$16.9 million; (ii) US$2.0 million for the local currency component of the ex-factory cost of equipment and furniture, for which local suppliers are likely to win the contracts under international competitive bidding; (iii) US$0.5 million for the local cost of technical assistance which ACPO, a Colombian institution, would be best qualified to provide; (iv) US$0.2 million for the local cost of civil works for the rural development services' center; and (v) US$1.6 million of interest and other charges during construc- tion. The remainder of the ca.pital funds would be provided by the Government and is within its financial capability. The funds would be disbursed over a 3-1/2 year period. ix. Subject to the provisions in Chapter VII of this report, the proposed pro-ect is suitable for a Bank loan of US$21.2 million to the Republic of Cozombia for a period of 30 years including a grace period of ten years. I. INTRODUCTION 1.01 This report appraises a third education project in Colombia for which a Bank loan of US$21.2 million equivalent to the Republic of Colombia is proposed. The first and second education projects (1968 and 1970) assisted the Govermnent in the implementation of the first stage of a major secondary education reform program by establishing, on a pilot basis, 19 large diver- sified secondary schools (INEM's) in the larger cities. The physical execu- tion of the first and second projects has been slower than expected, but ini- tial shortcomings are being overcome and both projects should be completed before the end of 1973. 1.02 The INEM's introduced a number of innovations in Colombia's educa- tion system, and the original objectives of more relevant education and im- proved efficiency are being achieved. The logical next stage of the reform program is an extension of diversified education to existing secondary schools in medium-size cities and to rural areas. This second stage is now timely; it would provide continuity by making efficient use of local expertise built up under the earlier projects. 1.03 Towards this end the Government has requested financial assistance from the Bank for the establishment of: (i) 25 common facilities centers; (ii) 13 rural comprehensive schools; and (iii) an emergency program for the training of technical teachers. An appraisal mission consisting of Messrs. B.A. Thoolen (economist), H. Leavitt (general educator), A. Stam (architect), A.G. Apodaca (FAO agricultural educator) and H. Baritsch (Unesco technical educator) visited Colombia in November 1972. During appraisal the Govern- ment's request was modified by increasing the size of the common facilities centers, allowing substantial economies in initial capital investment per student place and in operation, and by deleting one center which would be of uneconomic size. Further, the project was expanded to include an exten- sion of the Las Gaviotas rural development services' center and technical assistance for a sector survey and for sector studies. 1.04 The project as appraised consists of: (i) construction and equip- ping of 24 common facilities centers; (ii) construction and equipping of 13 rural comprehensive schools; (iii) supplementary equipment to carry out a special program for the training of technical teachers; (iv) an extension of the rural development services' center in Las Gaviotas; and (v) techni- cal assistance for a sector survey and for sector studies. The total cost of the above project is estimated at US$33.5 million and the foreign exchange component at US$16.9 million; interest and other charges during construction would amount to US$1.6 million. II. SOCIO-ECONOMIC BACKGROUND 2.01 Geography. Colombia has a total area of 1.14 million sq. kms consisting of plains along the Pacific and Caribbean coast, rugged highlands in the central part and vast plains in the East descending to the Amazon river. Its population of 23 million is concentrated in the coastal plains -2- and in the central highlands. There are approximately 60 large and medium- size cities which are spread throughout the more populated parts of the country. The topography makes travel difficult and hampers communication between the cities and the rural areas. 2.02 Population. The population is increasing at 3.2% per annum, but family planning programs are beginning to show results and it is expected that the growth rate will be under 3.0% in the second half of the seventies. The rapid population growth has resulted in an unbalanced demographic struc- ture with a school-age population (7-18 year olds) as large as the total labor force (30%). Although regional affiliation is important, the popula- tion is rather homogenous with the Spanish-Catholic tradition as the dominant factor. Heavy migration from the rural areas has increased the urban popula- tion from 36% to 44% in the last eight years. 2.03 The Economy. In 1970 agriculture accounted for 29% of GDP, and mining, manufacturing and construction for 25%. The remaining 46% was con- tributed by public and private services. The growth prospects of the Colombian economy appear promising. The growth rate of GDP was 5.2% in the sixties and is expected to average 7% in the seventies. Construction and export-oriented manufacturing are the strategic sectors in the Government's Development Plan and are expected to grow rapidly in the coming years (Annex 3). Within the economic sectors, the Government is aiming at increased diversification of production and exports. The third element in the Plan's strategy is the im- provement of productivity in agriculture, to reverse the trend of a widening gap in living standards between urban and rural areas. To this end, an Agrarian Reform is being implemented and the agricultural extension service expanded. 2.04 Rural Development. The rural areas of the country which are becoming an increasing concern of the Government are usually characterized by a lack of basic services, low productivity and pressure for farmland due to its maldis- tribution. Public services, particularly for education, health and trans- portation, are poor in rural areas, especially when compared with urban cen- ters. The educational level of the rural population is very low: 40% are illiterate, as against 16% in the urban areas. Institutional credit for small farmers is insufficient and the agricultural extension service reaches only a minority of the farmers. At least half the rural population live at subsistence level, partly due to lack of suitable land. Land is available in the largely unpopulated areas of the Eastern Plains and Amazonia, but the conditions are mostly suitable for semi-intensive livestock production which is not the tradition in subsistence farming. The Government is setting up, although as yet on a small scale, rural development services' centers, which will provide basic services in rural areas to help improve living conditions on the land. 2.05 Manpower. Agriculture accounted in 1970 for 41% of employment, mining, manufacturing and construction for 20%, and services for the remain- ing 39%. At least 10% of the labor force is unemployed and an estimated 10-15% is underemployed. Labor-intensive industries such as construction are being stimulated with a view to reducing unemployment. Still, the largest employment increase up to 1980 will be in services and increasing numbers of workers will have to find employment in agriculture (Annex 3). -3- 2.06 The implementation of the Government's strategy of high economic growth and diversification of production requires a sufficient supply of trained manpower for all sectors and at all levels. However, the qualifica- tions of the labor force are low: in 1970, only 22% of the workers had any education or training beyond primary school. Up-to-date estimates of the requirements for the various types of trained manpower are not available, but the main need is overwhelmingly clear: there is a severe shortage of technically trained manpower at the middle level, i.e., skilled workers and lower cadres. These are mainly trained by SENA, the National Apprenticeship Service, and on the job; at present the formal education system does not pro- duce this type of manpower in sufficient numbers (Annex 4). Most graduates of secondary education (80%) are from the academic branch which prepares only for university entrance; they are ill-prepared for jobs at their proper level and many of them can only find casual jobs such as street vendors. Only 10% of the graduates have received vocational training though the proportion should be 40% to arrive at a more balanced situation. 1/ The most urgent need is a change in the profile of the labor force at this level through a shift au . from the academic branch to a more flexible type of education which emphasizes pre-vocational and vocational training. III. EDUCATION AND TRAINING General 3.01 The Government's policy for education development is aimed at cor- recting the three basic problem areas in Colombia's education system: (i) the low external efficiency of the system because school programs and concepts are increasingly failing to respond to the social and economic needs of the country; (ii) the low internal efficiency of the system as evidenced by high dropout rates at all levels; and (iii) the imbalance between the availability and quality of education in rural and urban areas. To correct these problems, the Government has defined the broad outlines of an education reform and plans to work out a comprehensive strategy on the basis of a forthcoming sector survey. The key to education development is the concept of diversified second- ary education, which was introduced under the secondary education reform program of 1968 and will be expanded throughout the secondary level. Deficiencies in education administration and planning are presently a major constraint for education development and the Government is taking measures to correct this situation. 3.02 Administration. The Ministry of National Education is responsible for the formulation of education policy and the coordination of all education activities in the country. This is a major task in view of the complex juris- diction over the multitude of national, departmental, municipal and private 1/ See D.K. Zschock, Manpower Perspective of Colombia, Princeton, 1967. -4- education institutions. A recent administrative reform introduced a number of improvements in the administrative structure of the Ministry (Chart 1). Various semi-autonomous Decentralized Agencies were established which have control over their own budgets and some freedom from civil service limita- tions in selection and compensation of personnel. Despite this, education administration requires more flexibility and effectiveness. The main problem is a lack of administrative continuity in the Ministry since salaries of key officials are not competitive with high-level positions in the private sector and many appointments are political. To improve this situation, the Govern- ment proposes centralization of policy making and decentralization of admin- istration. Under this proposal, presently awaiting action by Congress, educa- tion administration vould be the responsibility of a new Decentralized Agency, Instituto Colombiano de Administracion Educativa y Servicios Docentes (INCA-S). The UNDP will provide technical assistance to help reorganize the structure of education administration and to strengthen education administration until this is accomplished -(Annex 18). 3.03 Planning. Education planning is concentrated on project develop- ment and does not provide an adequate framework for the planned development of the education system. The overall education reform which the Government is elaborating (para. 3.01) requires careful planning to arrive at a balanced program whicr- does not exceed available resources. Technical assistance will be provided by the UNtP to strengthen Colombia's planning capacity (Annex 18). Further, the statistilal basis for planning is weak: education statistics are outdated and deficient. The latest complete data are for 1968; data for more recent years are mostly estimated. Efforts to speed up data collection are hampered by the scattering of education authorities and the unreliability of local statistics. This situation requires a strong central agency for the collection and analysis of statistics, but the capacity of DANE, the National Statistics Department; is inadequate and low quality of statistics is a general problem in Colombia. Assurances were obtained during negotiations that the Government will seek steady progress in the collection and publication of education statistics. The Education and Training System 3.04 The Structure (see also Appendix A and Chart 2). Primary education lasts five years. Sedondary education, for which an entrance examination is required, consists generally of a four-year lower cycle (Plan Basico) followed by a two-year upper cycle (Bachillerato); there are limited opportunities to follow pre-vocational and vocational courses of several types. Higher educa- tion, with courses of three to six years, is offered at universities and spe- cialized post-secondary institutions. Various types of non-formal training are provided by a number of public and private agencies. 3.05 Primary Education. Although participation in primary education seems very high (99%), 30% of the students are overaged, resulting in a real participation rate of 70%. Drop-out rates are high and only 27% complete primary education (Annex 5). An estimated 85% of the primary graduates con- tinue on to secondary school. Opportunities in rural areas are limited with -5- 80% of the rural schools containing no more than the third grade. The Gov- ernment is carrying out a program for the expansion of primary education in rural areas, both through the addition of classrooms to incomplete primary schools and through new construction. The 1973-1976 Investment Plan contains provisions for the construction of 14,000 additional classrooms in rural areas, a capacity increase of about 10% p.a. 3.06 Secondary Education. Secondary schooling has traditionally been divided into academic education (70%), primary teacher training (9%) and various vocational options (21%), in separate schools of uneconomic size (Appendix A and Annex 6). This distribution is seriously out of balance; the need for a shift away from academic to pre-vocational and vocational education is urgent (para. 2.06). This shift was initiated by the establish- ment, on a pilot basis, of 19 diversified secondary schools (INEM's), financed under the first and second education projects, the first of which opened in 1970. The INEM's offer a curriculum that integrates academic and pre-voca- tional subjects into a properly balanced general education program, prepar- ing students for a broad range of possible further training and employment. The six-year program is organized in three two-year stages. In the first stage, students explore the different vocational fields and in the second they receive a broad orientation to industry, commerce, social services or agriculture. In the final two years, students receive more specialized training in such specific fields as metal work, mechanics, electricity and construction (Annex 11 and Chart 5). Guidance counselors assist stud- ents in choosing suitable options. 3.07 INEI students graduate at two points, after the fourth and sixth grades. Although they are directly employable, the graduates should not be regarded as fully trained except for commerce. They are educated for life- long adaptability and trainability and have thus the potential to become, through subsequent training in formal education, in centers of SENA, and on the job, the middle-level personnel which are much needed for the coun- try's development (Chart 5). Graduates of the six-year course can continue their education in specialized post-secondary institutes or enter university education. The diplomas awarded by diversified secondary schools are formally recognized by the universities, but no students have graduated yet from the full six-year course. Through ICFES, the higher education institute, the Ministry of Education is working out appropriate adjustments in the univer- sity entrance examinations. In a number of INEM's practical subject teach- ing is unsatisfactory as a result of inadequate preparation and supervision of technical teachers, and a too theoretical orientation of teaching guides. To remedy this, the Government will establish a vocational education super- visory service (para. 5.06), and technical assistance to improve industrial and agricultural subject teaching will be provided by the UNDP (Annex 18). 3.08 Apart from the change in emphasis from academic to pre-vocational education, a number of innovations were introduced in the INEM's which have been tested successfully and can now be spread to the rest of the education system. The relevance to specific manpower needs is increased through co- operation of the schools with local industries and SENA centers. Internal efficiency is high as a result of improved programs, full-time qualified - 6- teachers and remedial teaching; yearly dropout rates are below 10%, compared with an average of 30% for traditional schools. Further, improved methods of school administration and student scheduling are applied in large institutions, which greatly improves the efficient use of resources. The INEM's are co- educational, while traditional schools are mostly separated. The success of the INEtI's is evident from the widespread interest of parents and industry, and from the initiative taken by some private secondary schools to include pre-vocational subjects in their curriculum. The Government intends to spread the concept of diversified education throughout the secondary level. The 19 INEM's are located in the larger cities. As a next stage, diversified sec- o"-lary education will be expanded to existing schools in medium-size cities and, through new schools, to the rural areas. 3.09 While the main need in secondary education is quality improvement, participation should increase from its present 19%, which is rather low for a country of Colombia's stage of development (Annexes 1 and 2). More than 50% of the secondary students are in private schools, largely because there are insufficient places in public education. The quality of private secondary schools varies considerably; with the exception of a few elite schools, the quality of teaching is about equal to that of public secondary education. The high fees in private schools are prohibitive for the lower income groups, whereas public education is free for children of the poorer families. An expansion of public education is needed to increase equality of educational opportunities. It is expected that participation will increase to 33% in 1980 and that the major part of this expansion will be in public education. Particularly important is the envisaged establishment of public diversified secondary schools in rural areas where presently only very few secondary schools exist. The qualifications of secondary teachers are low: only 25% are fully qualified (Annex 6). This situation is expected to improve as a result of a major expansion of the Pedagogical Faculties of National Univer- sities and through a UNDP-assisted program for in-service training of teachers. 3.10 Higher Education. In 1970, total enrollment in universities and post-secondary institutions was 78,000 or 3.5% of the 19-24 age group. The rapid expansion of university education has resulted in low quality, a pro- liferation of institutions and high dropout rates. Of those who enter the university only 55% graduate but there is already an oversupply in various fields, including engineering. The universities are presently in turmoil, which precludes urgently needed improvements. A continuation of the em- phasis in secondary education on academic programs, preparing only for uni- versity entrance, would lead to pressures for a further rapid expansion of universities. This trend will be reversed when diversified secondary educa- tion, offering job-oriented courses, is expanded to existing secondary schools. Further, non-university types of higher education will be given more emphasis. The Government is developing a four-year training program for technicians and technical teachers in cooperation with the Pedagogical Faculties of National Universities, the polytechnic institutes and SENA. Plans are under discussion for regional cooperation and improved administration and management of the universities. -7- 3.11 Non-Formal Training. Colombia's most important non-formal training institution is SENA, the semi-autonomous National Apprenticeship Service, which provides specific technical training for workers at various levels. SENA's courses are in high demand and satisfy an important need. A main problem is the inadequate basic education of its applicants which leads to inefficiencies and too expensive programs. Quality improvements in the formal education system will make it possible for SENA to concentrate more on specific technical training and thereby help improve its efficiency. SENA, the National Planning Department and the Ministry of National Education are investigating how the coordination of formal and non-formal education and training can be improved. The second important institution is ACPO, a private, non-profit community development organization, which has been effectively train- ing leaders and providing functional literacy training through the use of radio and its own training institutes. The Government plans to use ACPOts experience in the development of education in rural areas. Education Development Strategy 3.12 The Government gives high priority to a further implementation of the secondary education reform program and has defined the broad outline of a comprehensive strategy for the development of education at all levels. The key to education development is the concept of diversified secondary education which would be expanded horizontally and have its influence vertically. Hori- zontal expansion throughout the secondary level will take place through the introduction of the diversified curriculum in existing secondary schools and the establishment of new schools in rural areas. The philosophy of diver- sified secondary education would have its influence vertically downwards through an integration of the present five-year primary cycle with the lower four-year cycle of diversified secondary education into nine years of basic education. An integrated nine-year cycle is conceived to be the minimum schooling to enter and compete suc'cessfully in the labor market and would become compulsory in the long run. The nine grades of basic education would be organized in an initial three-year stage followed by three two-year stages. Within each stage promotion would be automatic, a procedure which should greatly improve internal efficiency. Vertically upwards there would be an influence on higher education as the more practically oriented technological institutes are strengthened as an alternative to a further overexpansion of the academically oriented programs of the universities (para. 3.10). 3.13 The framework for overall education development is well conceived and a reform along these lines could help improve greatly the relevance of the education system for economic and social development. IHowever, the reform is still in too early a stage to be completely assessed. The Government re- cognizes that its objectives are essentially long term in character and that there is a need to work out a strategy for education development indicating timing, priorities and means for the implementation of these objectives in view of manpower and financial constraints. To this end, the education plan- ning capacity will be strengthened (para. 3.03) and the Government plans to conduct a sector survey to evaluate past developments and design policies and priorities for the future. The outcome of this sector survey and the resulting Government strategy for overall education development would form the basis for possible future Bank lending for sectors other than secondary education. -8- IV. EDUCATION FINANCE Expenditures, Past and Present 4.01 In 1970 total expenditures on education amounted to 6,250 million pesos, representing 4.8% of GDP. This proportion is still modest but has im- proved greatly from the low 3.7% in 1965 (Annex 8). The Central Government viational Government and Decentralized Agencies) finances only 55% of total expenditures, Departments (States) and Municipalities 22% and the remaining 23% comes from private sources. Between 1965 and 1970 the proportion of the National Government's budget spent on education remained at about 15%, but this constituted a rapidly increasing share of CDP. In the last few years, the Government has given increasing attention to the education sector as reflected in the growing appropriations for education in the national budgets. 4.02 The trend towards decentralization can be observed in the increasing share in the financing of the education sector by the Decentralized Agencies, which include SENA, ICCE and the National Universities. Their own resources are from sales, fees, special taxes, voluntary contributions, credit and ex- ternal aid. SENA is financed from a 2% payroll tax on larger enterprises and from payments for specific training programs; SENA's expenditures amounted to 410 million pesos in 1970, or 7% of total expenditures on education in Colombia, and were all financed from its own resources. The other decen- tralized Agencies receive the main part of their funds (63%) from the Min- istry of National Education. The Departments and Municipalities have dif- ficulty financing their education establishments, because their tax base is too small. As a result, the Ministry of National Education has to transfer an increasing part of its budget to these authorities. The transfers to De- centralized Agencies, Departments and Municipalities constituted in 1970 about half the Ministry's budget. 4.03 The importance of private education is reflected in the high con- tribution of the private sector to education finance, representing an estimat- ed 1.1% of GDP in 1970. Nearly 60% is spent on private secondary education, mainly because the number of places provided in public secondary schools is insufficient. Though the Government provides assistance to private schools, their fees are high, whereas those collected in public institutions for second- ary and higher education are modest and depend on parents' income. 4.04 External assistance comes from a variety of sources and in large amounts. For the years 1969-1971 average annual commitments are estimated at US$35 million, or 10% of total education expenditures, of which about two- thirds came from bilateral sources. Bilateral aid includes USAID sector loans through which the Education Ministry finances presently about 10% of its budget. USAID played an important role in the implementation of the INEM program through the financing of technical assistance and advanced training for Colombian school administrators, guidance counselors and teachers. The present sector loans include funds for primary and lower-secondary education -9- in rural areas, which complement the proposed Bank-financed project. The IDB made a number of loans to various Universities during the mid-sixties, but it is presently less active in the education sector. The UNDP Program for 1972-1976 includes US$6.0 million for technical assistance in educattion, and contains the technical assistance needed for the proposed project which is not included in the project cost (Annex 18). 4.05 The distribution of education expenditures by level has not changed much in the last five years. Primary and secondary education each received about 30% and an excessive proportion (20%) is spent on higher education. The remaining 20% is used for non-formal training, general administration and other overhead costs (Annex 9). The recurrent costs per pupil are rather low in primary (US$35) and secondary education (US$95), mainly because teachers are underpaid. Their median annual salaries are US$1,100 in primary and US$2,000 in secondary education, which is appreciably lower than in other occupations at a comparable level. The average annual salary of the qualified teachers in the INEM's is US$3,300 for full-time employment, which is consi- dered attractive by the teachers. In the traditional schools very small amounts are spent on learning materials. On the other hand, efficiency is low because the schools are generally small and too much is spent on school administration. For the INEM's, budgetary allocations for teaching materials and maintenance have been adequate. During negotiations assurances were obtained that the Government will continue to provide sufficient funds for diversified secondary education. In higher education the recurrent cost per student is estimated at US$600 p.a. There is a proliferation of institutions, most with only few students, and frequent student unrest leads to low utilization of facilities and teachers. The actual duration of studies is long and the dropout rate is high, resulting in a total cost per university graduate of more than US$6,000. 4.06 Education investments by the Ministry of National Education are presently about 25% of its total expenditures, as compared with an average of 20% in the years 1965-1970. The Ministry plans to increase even further the proportion of its budget for investments, which will lead to a sharp in- crease in recurrent expenditures. In the past, the greater proportion of Government's investments has been carried out in urban centers in the wake of heavy migration from rural areas, while little impact has been made on the rural school problem. However, the present investment plan provides for increased expenditures for schooling in rural areas. Future Education Expenditures 4.07 Though the Government has initiated a program for a major expansion and quality improvement of the education system, no estimates have yet been made of future recurrent expenditures. The Bank has made projections on the basis of recent trends in enrollments and has worked out various alternatives for the implementation of an education reform as envisaged by the Government. The conclusion is that in 1980 primary education could be offered to all 7-11 year olds, but drastic efficiency measures would be needed. A realistic ob- jective for secondary education would be a participation rate of 33% of the - 10 - 12-18 age group. Diversified secondary education would then be offered to 15% of secondary students and the proportion of students in academic courses would decrease from the present 70% to 55% (Annexes 7 and 10; Chart 4). This would leave funds for recruiting better qualified teachers, upgrading in-service teachers and improving teacher salaries in general. On these assumptions, total education expenditures would amount to 5.7% of GDP in 1980, a proportion which compares well with education efforts by other Latin American countries (Annex 2). More than half of the resources would have to come from the budget of the Ministry of Education, requiring 20% of the total National Government budget. The draft General Education Law proposes to provide in 1976 at least 2C % of the national budget for education. Further a new law the "Situado Fiscal," and a proposed law, the "Tasa Educativa," would increase the resources for education of Departments and Municipalities by an amount equal to 5% of the National Government budget. Thus, the Government appears to have the financial capacity for a gradual implementation of its plans for education development, but much attention has to be given to problems of timing and priorities. 4.08 The additional recurrent cost resulting from the proposed project would be 1.5% of the total 1980 expenditures as projected by the Bank. The total recurrent costs per student in the common facilities centers and par- ticipating schools would be US$170 and in the rural comprehensive schools US$105, which compares well with the US$190 per student in the INEM's. These per student costs are higher than in academic secondary schools (US$95), but the costs per graduate will be lower because of significantly smaller repeti- tion and dropout in the diversified secondary schools (para. 3.08). 4.09 The National Planning Department has allocated in the 1973-1976 Investment Plan an amount of US$13.9 million equivalent to meet the counter- part funds for the proposed project. The size of the proposed project has been determined by reviewing the need for diversified secondary education in the light of the financial resources available and the other priorities for improvement and expansion of education and training. The total project cost of US$33.5 million would constitute 11% of the total education investments planned by the Government for the period 1973-1976. This is reasonable in view of the Government's plans for other levels of education such as quality improvement and expansion of primary education in rural areas and development of higher education. V. THE PROJECT General 5.01 The proposed project would reinforce diversified secondary education by extending this approach to existing secondary schools and rural areas and by preparing technical teachers for the project schools. Further, the project would help improve the provision of services for rural development and provide assistance for an education sector survey and specific sector studies. Al- though the emphasis of the proposed project is on improvement of quality and education opportunity, the new facilities would provide additional enrollment capacity as follows. - 11 - Additional Boarding Grades Number Enrollments Places Common Facilities Centers /1 6-11 24 39,400 - Rural Comprehensive Schools 6-9 13 7,000 1,700 Technical Teacher Training Program 12 plus 4 900 Rural Development Services' Center 1-5 1 500 300 Total 42 47,800 2,000 /1 The centers would provide facilities for a total number of 108,900 students, which includes 69,500 students already enrolled in existing secondary schools (Annex 12). Common Facilities Centers 5.02 The proposed 24 common facilities centers would provide the neces- sary workshops and laboratories to enable a total of 91 existing secondary schools to adopt the diversified curriculum introduced with the 19 INEM's under the first and second education projects. The centers would form a new approach in implementing the Government's policy of spreading diversi- fied education throughout the secondary level. Existing secondary schools lack the laboratories and workshops required for the implementation of the diversified curriculum. They are in general of small size making the pro- vision of such facilities to each school uneconomic. The centers would pro- vide workshops for practical subjects, laboratories and counseling services for a total number of 108,900 students, and will free classroom space by pro- viding 19,700 student places which would be used on a double-shift system. Consequently, the proportion of secondary students in diversified education would increase from 4% to 15% in 1980 (Chart 4). The number of students to be served by each center varies from 2,100 to 5,700, coming from two to six neighboring schools (Annex 12). These large enrollments would permit signi- ficant economies in initial investment per student and in operation due to an intensive utilization of teaching facilities. Further, a more diversified program can be offered and specialized staff can be used efficiently. An essential element of the new approach in diversified secondary education is the relevance to the social and economic needs of the country and of the re- gion in which the schools are located. Like the existing INEM's the centers will therefore have a strong community orientation. They will be used after school hours for other educational activities such as remedial teaching and non-formal adult courses. 5.03 All project centers will be suitably located in large and medium- size cities with sufficient numbers of secondary students for the full util- ization of a center of economic size. The cities have been selected, further, - 12 - on the basis of their growth potential and their expected future role in the economic development of the country (Appendix B). The options to be offered and the enrollment in each of them has been determined in view of the antic- ipated manpower requirements in the respective regions (Annex 13). The selec- tion of participating schools within each city was based upon willingness to participate and geographical location within a radius of 20 minutes travelling time from the center. The project would provide buses where inadequate tran- sportation facilities exist. 5¢04 Most of the participating schools would be departmental, but the centers would operate as part of the INEM system under national authority. By participating in the centers, departmental and municipal schools would have to adopt the diversified curriculum, which specifies the number of periods requiring the use of the special facilities at the centers. Assur- ances to this effect were obtained during negotiations. Student scheduling would be the responsibility of the national authorities, thus ensuring ef- ficient utilization of the centers' facilities. To represent the interests of municipal and departmental education authorities, an advisory and coor- dinating committee would be established with representatives from the three levels of government (Chart 6). This committee will deal with such issues as scheduling, enrollment and use of the centers for non-formal education purposes. The Government has decided against the establishment of training farms for centers which offer agricultural streams, in view of the small num- bers of students involved. Provisions would be made for field work to be carried out on the farms of neighboring agricultural schools, SENA institutes or training centers of ICA, the Agricultural Extension Service. During nego- tiations assurances were obtained that the Government will make satisfactory arrangements for practical field work. 5.05 Pending the establishment of INCAES, the decentralized institute for education administration (para. 3.02), the Government intends to charge ICCE, the project unit for the first and second projects, with the administra- tion and supervision of the centers. ICCE's Pedagogic Directorate needs to be strengthened to carry out this larger task. During negotiations the Govern- ment submitted to the Bank a satisfactory plan to increase ICCE's administrative and pedagogic capacity which should be implemented before completion of the centers. Assurances to this effect have been obtained from the Government. 5.06 Most of the teachers in the existing INEM's have the proper qual- ifications and salaries are adequate (para. 4.05). The same salary scale would apply to teachers in the common facilities centers. Assurances have bee?' obtained from the Government that a majority of full-time qualified teachers will be appointed before the opening of each center. Practical subject teachers are not available in sufficient numbers and would be trained under a special program (para. 5.12; Annexes 14 and 17). To ensure proper implementation of the diviersified curriculumt, the Government will organize a vocational education supervisory service which would incorporate supervision and on-the-job training of teachers in practical subjects. This would include such aspects as: shop management, practical exercises for students, maintenance and repair and the inspection of practical teaching and of the equipment - 13 - and furniture. The service would be organized in five regions with inspectors making periodical visits to the centers; it would include the existing 19 INEM's and the proposed rural comprehensive schools. Transportation facilities for the service have been included in the project. Technical assistance will be provided by UNDP to set up this service and to develop and improve syllabi and work projects for practical subject teaching (Annex 18). Assurances with re- gard to the establishment of this service were obtained during negotiations. Rural Comprehensive Schools 5.07 The project would also provide for construction, furnishing and equipping of 13 lower-cycle secondary schools (grades 6-9) in rural areas with a total enrollment of 7,000 students in one shift and 1,700 boarding places. The schools will have a curriculum similar to that of other diver- sified secondary schools (para. 3.06), but with fewer options and an orienta- tion towards agricultural activities. The schools would provide a broad in- troduction into skills as a basis for SENA courses (Appendix A), agricultural training programs and on-the-job training. Graduates of the four-year pro- gram could enter employment in farming or in field positions with INCORA, the Agrarian Reform Institute. At present, the relatively small numbers of prospective secondary students in rural areas do not justify the establishment of schools with the more diversified upper cycle (grades 10-11). Graduates wishing to continue their education would have this opportunity in agricul- tural institutes or in diversified secondary schools in the cities and, sub- sequently, in higher education. 5.08 The project schools would form the focus of "Concentraciones de Desarrollo Rural" (Rural Development Centers), which help implement the Gov- ernment's policy to improve the quality of rural life by providing essential services and to increase rural incomes by improving agricultural productivity and promoting small-scale industry. The establishment of the Concentraciones is the result of cooperation among the Ministries of Education, Agriculture, Health and Interior, ICA and INCORA, which will all contribute to the develop- ment of the regions concerned. The locations of the schools have been carefully selected among the regions with economic potential where development programs are being carried out by ICA and/or INCORA. The catchment area of each school has a sufficiently large school-age population and the accessibility within the area is adequate (Appendix B). The travel distance to the school would be no more than one hour; buses would be provided under the project. The Gov- erment intends to establish a total of 39 rural comprehensive schools, 13 of which are included in the proposed project. The remaining 26 schools would be established by extending existing facilities, financed by USAID. With assistance from USAID the Ministry of Education has initiated the comple- tion to all five grades of the primary schools in the particular regions (paras. 3.05 and 4.04) which will become the feeder schools for the rural comprehensive schools. In the 13 regions supported by the Bank project, the number of primary student places will increase by 36% to 66,000 ensuring a sufficient flow of primary graduates for the project schools (Annex 15). - 14 - 5.09 In addition to offering formal secondary education the schools would form the basis for an education extension service which will assist in foster- ing the attitude of self-reliance and community action needed for overall rural development in the particular region. The education extension service would help improve primary education in the region through direct supervision, ma- terial assistance and in-service training of teachers. Further, non-formal adult courses would be offered in functional literacy, community leadership and accelerated primary education. In cooperation with SENA, ACPO and the Development Agencies operating in the region, courses would be organized in agricultural production, small-scale agricultural industries, repair, home improvement, health and community development. In view of the scattered population the project would provide for transport facilities for a mobile community development unit to be attached to each school. Technical assis- tance to organize and supervise this service would be included in the proj- ect, to be provided by ACPO, an organization with long experience in this field (para. 3.11). Assurances have been obtained that close cooperation will be established between the schools, SENA, ACPO and the Development Agencies to ensure that the schools will function as part of the overall rural development effort in the particular region. 5.10 The Implementation of this project item will be carried out by ICCE, the Project Unit, but the schools would be administered by the newly established Unit for Rural Development in the Ministry of Education. This would facilitate the needed cooperation with other ministries and agencies and the coordination with other rural development efforts in the Ministry. However, in view of curriculum conformity, full coordination should be es- tablished with the Pedagogic Directorate In ICCE, which is in charge of administration and supervision of diversified secondary education in the INEM's and the common facilities centers. Assurances to this effect were obtained during negotiations. 5.11 Teachers for the agricultural-oriented vocational subjects would be trained under a special program (para. 5.12; Annexes 16 and 17) and the rural comprehensive schools would partieipate in the vocational education supervisory service established to reinforce practical-subject teaching (para. 5.06). During negotiations assurances were obtained that the Gov- ernment will appoint a majority of full-time qualified teachers before the opening of each school. Technical assistance for the development of programs and methods for agricultural-oriented practical subject teaching will be provided by the UNDP (Annex 18). Technical Teacher Training Program 5.12 The project would also provide supplementary equipment to carry out a program for the training of 2,000 teachers in industrial and other vocational subjects over the four-year period 1974-1977. The supply of secondary school teachers in practical vocational subjects is at present virtually non-existent. The Government is working out plans to establish a four-year technical teacher training course (para. 3.10) but it will take long before these plans are materialized and sufficient numbers of teachers - 15 - are produced. The emergency training program would satisfy the immediate needs of the existing INEM's which are not yet in full operation, and would provide the technical teachers for the proposed common facilities centers and rural comprehensive schools (Ann°x 17). The program is thus crucial to the success of the whole project, particularly in view of the limited experience with formal vocational teaching in Colombia. It would be com- plemented and reinforced through supervision and on-the-job training by the vocational education supervisory service (para. 5.06). 5.13 Two types of candidates would participate in the program, those with technical experience but no teaching background and those teaching in secondary schools with insufficient technical background. Preference would be given to those in the first category because of their vocational orienta- tion and better understanding of the world of work, but this is likely to be a small source of supply. Upon application, a student's previous academic background and work experience would be evaluated and credit awarded on an equivalency basis. It is anticipated that most candidates would be able to complete the course within two years. To attract students to the program who are already working in industry or teaching, courses would be scheduled full time, during vacation periods and at night. 5.14 The program would be coordinated by ICFES (Colombian Institute for the Development of Higher Education), a decentralized agency of the Ministry of Education. It would be organized on a regional basis and in each of four regional universities the Faculty of Pedagogy would administer the program, award credits and teach courses in pedagogy and general cultural subjects. Each university would cooperate with two to four neighboring technical schools, polytechnic institutes and SENA centers, which would provide the technical courses as well as practical training in vocational areas. Contractual ar- rangements will be made with the participating universities and technical institutes, and full-time coordinators will be appointed in ICFES and in each of the four Faculties of Pedagogy. Assurances have been obtained that, for the implementation of the program, cooperation and advisory assistance will be sought from SENA, the National Apprenticeship Service. The UNDP will pro- vide technical assistance for the development of curricula and syllabi (Annex 18). 5.15 The Government has already started to work out the details of the program and is investigating what numbers of students of different background and experience could be expected to participate. The final details of the program will depend on the composition of the student body. In the planning and implementation of the program all possible safeguards should be taken to ensure that the teachers produced will be of high quality and will be able to carry out the practical teaching which is an essential component of the diversified curriculum. A condition of effectiveness of the Loan would be the submission to the Bank of a detailed plan for the implementation of the program, which should include a timetable and the agreements with the participating universities and technical institutes. - 16 Rural Development Services' Center 5.16 The proposed project would provide for an extension of the Rural Development Services' Center in Las Gaviotas (Map) and the establishment of three affiliated centers in surrounding areas. The existing center was es- tablished in 1967 anid is supported by the Ministries of Agriculture, Educa- tion, Health, Interior, the President's Office and the private sector. It provides agricultural, education, health, general supply and communication services on a cooperative basis to presently 1,100 families of new settlers I an area of about 50,000 km2 and conducts research in rural development in association with various universities. Due to the pressure on farmland in the regions of traditional settlement, a growing migratory movement is tak- ing place towards the Eastern Plains, where land can easily be acquired by new settlers. The soils in the Plains area are poor and suitable mostly for livestock production. ICA, the Colombian Institute of Agriculture, has de- vised a profitable, semi-intensive system of livestock production, based on low stocking rates, which is appropriate for this area where land is not the limiting factor. Agricultural training centers are needed to instruct and assist the new settlers in this production method. 5.17 The existing center in Las Gaviotas would be completed, mainly by providing the planned agricultural training center. The three smaller affil- iated centers would be located west of the existing center, closer to the mountains where the largest number of new settlers is arriving. In addi- tion to an agricultural t-aining center with associated extension activities they would provide primary education, health facilities, general supply serv- ices and a mechanical workshop. All new facilities, like the existing ones, would be at thrift standards and constructed mainly of local materials. The successful operation of the Las Gaviotas center until now indicates that it may develop into a prqtotype for rural development efforts in the vast area of the Eastern Plains. Sector Studies 5.18 The Government plans to conduct a sector survey to evaluate the past development of the education system, to identify gaps in the present system and to design policies and priorities for further development (para. 3.13). The survey would be carried out by Colombians with outside assistance, as re- quired, in the form of experts' participation in seminars, panels and working groups. This outside assistance would be provided under the proposed project. In addition, ten man-years of technical assistance have been included to con- duct the following studies which would form the basis for possible future Bank lending in education: (i) a synthesis of available manpower studies and the development of a scheme for assessing needs for trained manpower on a con- tinuous basis; (ii) an interim assessment of experience with the 19 INDI's included under the first and second education projects as a basis for further implementation of diversified education throughout the secondary education level; and - 15 - are produced. The emergency training program would satisfy the immediate needs of the existing INEM's which are not yet in full operation, and would provide the technical teachers for the proposed common facilities centers and rural comprehensive schools (Annex 17). The program is thus crucial to the success of the whole project, particularly in view of the limited experience with formal vocational teaching in Colombia. It would be com- plemented and reinforced through supervision and on-the-job training by the vocational education supervisory service (para. 5.06). 5.13 Two types of candidates would participate in the program, those with technical experience but no teaching background and those teaching in secondary schools with insufficient technical background. Preference would be given to those in the first category because of their vocational orienta- tion and better understanding of the world of work, but this is likely to be a small source of supply. Upon application, a student's previous academic background and work experience would be evaluated and credit awarded on an equivalency basis. It is anticipated that most candidates would be able to complete the course within two years. To attract students to the program who are already working in industry or teaching, courses would be scheduled full time, during vacation periods and at night. 5.14 The program would be coordinated by ICFES (Colombian Institute for the Development of Higher Education), a decentralized agency of the Ministry of Education. It would be organized on a regional basis and in each of four regional universities the Faculty of Pedagogy would administer the program, award credits and teach courses in pedagogy and general cultural subjects. Each university would cooperate with two to four neighboring technical schools, polytechnic institutes and SENA centers, which would provide the technical courses as well as practical training in vocational areas. Contractual ar- rangements will be made with the participating universities and technical institutes, and full-time coordinators will be appointed in ICFES and in each of the four Faculties of Pedagogy. Assurances have been obtained that, for the implementation of the program, cooperation and advisory assistance will be sought from SENA, the National Apprenticeship Service. The UNDP will pro- vide technical assistance for the development of curricula and syllabi (Annex 18). 5.15 The Government has already started to work out the details of the program and is investigating what numbers of students of different background and experience could be expected to participate. The final details of the program will depend on the composition of the student body. In the planning and implementation of the program all possible safeguards should be taken to ensure that the teachers produced will be of high quality and will be able to carry out the practical teaching which is an essential component of the diversified curriculum. A condition of effectiveness of the Loan would be the submission to the Bank of a detailed plan for the implementation of the program, which should include a timetable and the agreements with the participating universities and technical institutes. - 16 - Rural Development Services' Center 5.16 The proposed project would provide for an extension of the Rural Development Services' Center in Las Gaviotas (Map) and the establishment of three affiliated centers in surrounding areas. The existing center was es- tablished in 1967 aiid is supported by the Ministries of Agriculture, Educa- tion, Health, Interior, the President's Office and the private sector. It provides agricultural, education, health, general supply and communication services on a cooperative basis to presently 1,100 families of new settlers i. an area of about 50,000 km2 and conducts research in rural development in association with various universities. Due to the pressure on farmland in the regions of traditional settlement, a growing migratory movement is tak- ing place towards the Eastern Plains, where land can easily be acquired by new settlers. The soils in the Plains area are poor and suitable mostly for livestock production. ICA, the Colombian Institute of Agriculture, has de- vised a profitable, semi-intensive system of livestock production, based on low stocking rates, which is appropriate for this area where land is not the limiting factor. Agricultural training centers are needed to instruct and assist the new settlers in this production method. 5.17 The existing center in Las Gaviotas would be completed, mainly by providing the planned agricultural training center. The three smaller affil- iated centers would be located west of the existing center, closer to the mountains where the largest number of new settlers is arriving. In addi- tion to an agricultural t:aining center with associated extension activities they would provide primary education, health facilities, general supply serv- ices and a mechanical workshop. All new facilities, like the existing ones, would be at thrift standards and constructed mainly of local materials. The successful operation of the Las Gaviotas center until now indicates that it may develop into a prototype for rural development efforts in the vast area of the Eastern Plains. Sector Studies 5.18 The Government plans to conduct a sector survey to evaluate the past development of the education system, to identify gaps in the present system and to design policies and priorities for further development (para. 3.13). Tne survey would be carried out by Colombians with outside assistance, as re- quired, in the form of experts' participation in seminars, panels and working groups. This outside assistance would be provided under the proposed project. In addition, ten man-years of technical assistance have been included to con- duct the following studies which would form the basis for possible future Bank lending in education: (i) a synthesis of available manpower studies and the development of a scheme for assessing needs for trained manpower on a con- tinuous basis; (ii) an interim assessment of experience with the 19 INEM's included under the first and second education projects as a basis for further implementation of diversified education throughout the secondary education level; and - 17 - (iii) a feasibility study for local production of simple equipment and other learning materials. This project item would be financed and implemented through FONADE, the Na- tional Development Fund. Details of the implementation including a definite timetable would be discussed and agreed with the Bank when the plans for the above studies have been worked out, which would be within 18 months after the date of the Loan Agreement. Technical Assistance 5.19 Successful implementation of the proposed project will require specialist manpower in fields where local expertise is lacking or inadequate. To meet those requirements the Government has requested the UNDP to provide within the Country Program for the period 1972-1976 technical assistance con- sisting of 40 man-years of experts (as specified in Annex 18) for the follow- ing purposes: (a) to help reorganize the structure of education administration and to strengthen education administration until this is ac- complished (para. 3.02); (b) to strengthen Colombia's education planning capacity (para. 3.03); (c) to organize a vocational education supervisory service (para. 5.06); (d) to develop and improve syllabi and work projects for industrial and agricultural subject teaching (paras. 3.07 and 5.06) (the appointment of industrial and agricultural education advisors is an unfulfilled condition of the Loan Agreement for the second education project); the experts would be appointed within six months of the Loan Agreement; (e) to develop programs and methods for practical-subject teaching in the rural comprehensive schools (para. 5.11); and (f) to develop curricula and syllabi for the technical teacher training program (para. 5.14). During negotiations the Government confirmed the availability from the UNDP of the above technical assistance and the UNDP has already initiated advance recruitment of key experts. The cost of the 40 man-years of technical assist- ance and related equipment is estimated at US$1.5 million, or 25% of the total UNDP program for education (para. 4.04). Unesco will be Executing Agency for the entire UNDP technical assistance program for the education sector, which will be coordinated and supervised locally by a UNDP/Unesco and a Colombian full-time coordinator. During negotiations assurances were obtained that - 18 - qualified and experienced experts will be appointed in accordance with the needs of the project. Provision of local counterpart funds and staff has been confirmed by the Government in the agreement with the UNDP. Fellowships will be provided through ICETEX, the Instituto Colombiano de Credito Educativo y Estudios Tecnicos en el Exterior, with financial assistance from the UNDP and bilateral sources. 5.20 Technical assistance to organize and supervise the education ex- tension service operating from the rural comprehensive schools and to train the personnel for this service is available in the country. This assistance wiil be provided by ACPO (para. 5.09) on the basis of a contract which would be in effect within six months after the date of the Loan Agreement. Follow-up Evaluation of the Project 5.21 To facilitate later evaluation of the proposed project, a tracer system would be established to carry out a systematic follow-up study of student drop-out, graduation and subsequent employment, with or without further training, of leavers from the project institutions and a represent- ative group of the traditional secondary schools. Assurances to this effect were obtained during negotiations. The planned 1974/75 mid-term assessment of experience with diversified education in INEM's (para. 5.18) will include an evaluation of the diversified curriculum, student guidance and counseling, the system of administration and other innovations introduced in these in- stitutions. A more complete evaluation will be possible only after 1976, when the first group of students will graduate after a full six-year cycle of diversified education. Other criteria for the success of the project would be the internal efficiency of the schools and the amount of actual shop work performed by the students. With regard to the non-formal training programs in the rural comprehensive schools, evaluation criteria would be the number and type of courses organized and the number of participants in each of the training programs. Cost of the Project 5.22 The estimated cost and foreign exchange component of the proposed project items are shown in Annex 19 and summarized below: - 19 - % of Local Foreign Total Local Foreign Total Total Pesos Millions US$ Millions Common Facilities Centers 224 220 444 9.9 9.8 19.7 58.8 Rural Comprehensive Schools 67 57 124 2.9 2.6 5.5 16.4 Technical Teacher Training 2 8 10 0.1 0.3 0.4 1.2 Program Rural Development Services' 9 6 15 0.4 0.3 0.7 2.1 Center Sector Studies 2 9 11 0.1 0.4 0.5 1.5 Project Administration 4 1 5 0.2 - 0.2 0.6 Sub-Total 308 301 609 13.6 13.4 27.0 80.6 Contingencies Physical 31 30 61 1.4 1.3 2.7 8.1 Price 37 48 85 1.6 2.2 3.8 11.3 Total Project Cost 376 379 755 16.6 16.9 33.5 100.0 5.23 Construction costs for the proposed project have been estimated on the basis of data for the first and second education projects and other sim- ilar projects in Colombia. The average cost per m2 for the project schools would be US$49 which is slightly higher than for the second project (US$42) because of price increases. Draft furniture and equipment lists have been re- viewed and are reasonable in scale and estimated costs. The use factor and the unit cost per student served of the project institutions are reasonable in relation to other Bank/IDA financed projects (Annex 20). The Government would provide the sites without cost to the project. Suitable sites have been selected; the greater part of them have already been acquired and no difficulty is foreseen in acquiring the remainder. 5.24 The distribution of costs per category of expenditure is as follows: - 20 - % of Local Foreign Total Local Foreign Total Total Pesos Millions US$ Millions 1. Construction a. Site Development 43 20 63 1.9 0.9 2.8 8.3 b. Academic and Communal 161 73 234 7.2 3.2 10.4 31.0 c. Boarding 7 3 10 0.3 0.1 0.4 1.2 d. Staff Housing 3 1 4 0.1 0.1 0.2 0.6 e. Professional,Services 16 2 18 0.7 0.1 0.8 2.4 Sub-Total 230 99 329 10.2 4.4 14.6 43.5 2. Furniture 29 13 42 1.3 0.6 1.9 5.7 3. Equipment 30 173 203 1.3 7.7 9.0 26.9 4. Technical Assistance 15 15 30 0.6 0.7 1.3 3.9 5. Project Administration 4 1 5 0.2 - 0.2 0.6 6. Contingencies 68 78 146 3.0 3.5 6.5 19.4 Tn'tal Project;Cost 376 379 755 16.6 16.9 33.5 0 5.25 Contingency allowances are shown in detail in Annex 21. For unfore- seen factors, 10% is added to the cost estimates in all categeries. Costs are expected to increase slightly faster than in recent years and a price con- tingency (in terms of US dollars) of 12% for local cost (based on 4.5% p.a.) and 16X for foreign costs (based on 6.0% p.a.) has been included in the p.roject. The contingency allowances are not differentiated by category since variations in price incrteasesr-,are not expected to be significant, and payments for all categories are expected to follow the same time pattern (Annex 22). All contingencies amount to 19% of total project cost including contingencies or to 24% of the project cost excluding contingencies. 5.26 The foreign exchange component has been calculated as follows: (i) site development, construction and furniture 30%; (ii) equipment 85%; (iii) professional services and project administration 15%; (iv) foreign technical assistante 80%; and (v) local technical assistan-ce 30%. The proj- ect would be implemented within 3-1/2 years (Annex 22) with a construction period of three years. Interest and other charges during construction are estimated at US$1.6 million. 5.27 The foreign exchange cost estimates, originally determined on the basis of prevailing prices and dollar equivalents at the time of appraisal, have since been adjusted to reflect the recent variations in exchange rat-es. The resulting foreign exchange component of US$16.9 million represents about 50% of the total project cost. 5.28 The proposed loan of US$21.2 million would finance: (i) the es- timated foreign exthange cost of US$16.9 million; (ii) US$2.0 million for the local currency component of the ex-factory cost of equipment ant furniture, - 21 - for which local suppliers are likely to win the contracts under international competitive bidding; (iii) US$0.5 million for local cost of technical assist- ance which ACPO, a Colombian institution would be best qualified to provide (para. 5.09); the Bank loan would thus cover the maximum percentage (80%) which would be financed if foreign technical assistance were to be employed; (iV) US$0.2 million for local cost of civil works for the rural development services' center; the Bank would thus cover 70% of the total cost, because of the opportunity of breaking new ground in Colombian rural development efforts (para. 5.16); and (v) US$1.6 million for interest and other charges during construction. The Government of Colombia would provide the remaining US$13.9 million of the project cost. Adequate provisions have been made in the 1973-1976 Investment Budget and it is within the Government's capacity to implement this budget (para. 4.09). VI. IMPLEMENTATION AND DISBURSEMENT 6.01 Project Implementation. ICCE, the school construction agency of the Ministry of National Education, is responsible for the implementation of the first two education projects. ICCE's performance has been generally satis- factory and initial shortcomings in project implementation are being overcome. It is therefore proposed that ICCE also be charged with administration, co- ordination and supervision of the implementation of the third project. During negotiations, assurances were obtained that the existing posts of: (a) General Manager, procurement officer, accountant and necessary supporting staff, and (b) Assistant Manager for Construction and Assistant Manager for Pedagogics, will continue to be filled by suitable staff during project execution. New appointments in posts under (b) would be in consultation with the Bank; their salaries and other operational expenditures for project administration are included in the project. 6.02 Professional Services. The professional services provided by ICCE for the first two education projects comprised part of the design work and the supervision of construction and equipping of all project schools. Since the first project was signed, ICCE has quadrupled in size and has become cap- able of handling the larger part of architectural work for the proposed project. Preliminary studies on prototypes for the common facilities centers have been completed and the remaining design work is being prepared. Professional ser- vices required for the rural development services' center will be carried out by the staff of the Las Gaviotas center under ICCE's supervision. 6.03 ICCE would be in charge of the preparation of furniture and equipment lists, and tender documents. Draft lists were discussed and reviewed during appraisal; the final lists are being prepared and will be submitted to the Bank for its concurrence before procurement. 6.04 Procurement. All contracts for the supply of equipment and furni- ture and for the construction of schools would be awarded under international - 22 - competitive bidding in accordance with Bank Guidelines. Equipment and furni- ture items would be grouped to form sizable bid packaging for bulk purchasing; civil works contractors would be prequalified. Except for equipment, it is unlikely that many foreign bidders would be interested since Colombia has a well-developed furniture industry and a large, highly competitive construc- tion industry which are expected to win all contracts. Domestic manufacturers would be allowed a preferential margin of 15% of c.i.f. basic prices or the existing import duty, whichever is lower. Colombia is a member of LAFTA and _h.e Andean Pact. Regional manufacturers would, however, not be allowed pref- erential treatment since ICCE is exempted from import duties, and there is no provision in these agreements for the application of regional preferences in bid evaluation by tax-exempt public agencies. As for the first two education projects, ICCE would be responsible for preparing and issuing tenders, eval- uating bids and awarding contracts. Under the first two projects, procurement of furniture and equipment has been out of step with the implementation of civil works. To remedy this situation, ICCE's procurement capacity has been strengthened with additional qualified staff and the procurement unit has recently been transferred to a higher organizational level. During negotia- tions assurances were obtained that an adequately staffed, well-organized procurement unit will be maintained. 6.05 Maintenance. Budgetary allocations for the maintenance of INEM schools included in the first two projects have been adequate, but the need for regular maintenance ' insufficiently understood by some school princi- pals and actual maintenance is not always carried out satisfactorily. Assur- ances have been obtained from the Government that adequate provisions will be made to ensure effective maintenance of the educational facilities included in the proposed and ongoing projects. These provisions should comprise budg- etary allocations, the issuing of maintenance manuals and regular supervision. 6.06 Disbursement. The proposed loan of US$21.2 million would be dis- bursed in 3-1/2 years to meet: (i) the c.if. cost of directly imported equipment and furniture and 80% of local costs of equipment and furniture; (ii) 30% of the cost of civil works other than under (iii), professional services and project administration; (iii) 70% of the cost of civil works for the rural development services' centers; (iv) 80% of the cost of technical assistance; and (v) interest and other charges during construction. VII. AGREEMENTS REACHED AND RECOMMENDATION 7.01 A satisfactory plan to strengthen the administrative and pedagogic capacity of ICCE's Pedagogic Directorate has been submitted to the Bank (para. 5.05). A condition of effectiveness of the Loan is the submission to the Bank of a detailed plan for the implementation of the technical teacher training program (para. 5.15). 7.02 During negotiations agreement was reached on the following principal matt.c-s: - 23 - (i) arrangements for agricultural field work to be carried out by the students of the common facilities centers (para. 5.04); (ii) establishment of a vocational education supervisory service (para. 5.06); (iii) close cooperation of the rural comprehensive schools with SENA, ACP0 and the Development Agencies operating in the particular region (para. 5.09); (iv) full coordination between the Unit for Rural Development in the Ministry of Education and the Pedagogic Directorate of ICCE (para. 5.10); (v) cooperation and advisory assistance for the implementation of the technical teacher training program to be sought from SENA (para. 5.14); (vi) establishment of a tracer system (para. 5.21); and (vii) provision of sufficient funds for teaching materials and maintenance, the issuing of maintenance manuals for the project institutions and supervision of maintenance (paras. 4.05 and 6.05). 7.03 The proposed project forms a suitable basis for a Bank loan of US$21.2 million to the Republic of Colombia for a period of 30 years in- cluding a ten-year grace period. APPEND LY A Page 1 EDUCATION AND TRAINING The Formal System Primary Education 1. Primary education starts at the age of seven and lasts five years. Attendance is compulsory by law if not in fact because of a shortage of schools, many of which have only one, two or three grades. In 1970, 70% of the 7-11 age group were enrolled in primary schools but their numbers were increased by about 30% of over-age students who either started school late or were among the large numbers of repeaters. The dropout rate is high. Of each 100 students who began primary school in 1964, only 27 graduated' five years later (Annex 5). However, in breaking these figures down for rural-urban differences only 6% of students who started in rural areas fin- ished compared with 47% of urban students. 2. In 1970, 80% of primary students were enrolled in public schools, which are nearly all departmental or municipal. In public education 71% of the primary teachers are fully qualified and another 16% are partly qualified. The Governnent has established a program for the in-service training of pri- mary teachers which should help improve their qualifications. The primary school curriculum, although now in process of revision, still contains many subjects to be covered through teacher lecturer, rote memorization and exam- ination. Although textbooks are still scarce, a major effort has been under- way to distribute at least one textbook to each child. Secondary Education 3. In 1970, 19% of youth between the ages of 12-18 were enrolled in secondary education. Six types of secondary programs: academic (70%), normal (9%), industrial (6%), commercial (12%), agricultural (1%) and social services (2%) are offered in separate institutions and a seventh, the new diversified education system combines elements of all six except normal edu- cation in one institution (Annex 6 and Chart 2). 4. Academic Education is a six-year course, divided into a lower cycle of four and an upper cycle of two years, leading to the "'Bachillerato" degree. University entrance is the principal aim of academic education and classical subjects predominate. Very brief exposure to industrial arts for boys and home economics for girls is provided in the first four-year cycle; none during the second. Schools are generally overcrowTded and poorly equipped; most lack functional laboratories and workshops. 5. Normal Education follows the academic program during the firs. four-year cycle and has a two-year professional cycle to prepare primary school teachers. Graduates of the six year course receive the degree of APPENDIX A Page 2 "Maestro". The output of the normal schools is sufficient to meet the need for qualified primary teachers. 6. Industrial Education is a seven-year program designed to prepare students for direct employment in industry. The first cycle of four years follows in general the academic curriculum but students spend an additional 30% of their time in workshops and on technology studies. Following the suc- cessful completion of the first four-year cycle, students are awarded the "Experto" degree. They can seek employment as skilled workers or continue to the second cycle of three years, where students specialize intensively in the various industrial areas. The second cycle leads to the degree of "Bachiller Tecnico Industrial" and subsequent employment as middle-level technician or further studies in post-secondary technical institutes or universities. 7. Commercial Education prepares students for employment in commerce, banking, industry and business administration. At the end of the first four- year cycle the degree of "Auxiliar de Contabilidad y Secretariado" is obtained. After two additional years of intensified vocational training, successful graduates receive th,e degree of "Bachiller Tecnico Conercial" which gives access to university education. 3. Agricultu al Education offers a lower four-year cycle which combines classical and technical subjects and an upper three-year cycle which stresses the specific technical-agricultural fields. Graduates are awarded the degree of "Bachiller Tecnico Agropecuario." Technical Agricultural Institutes (ITA's) combine the upper- 4nd post-secondary level and offer specialized training of a terminal character. Three new ITA's have recently been established with assistance from the .UNDP Special Fund. 9. Social Services Education provides girls with a general home eco- nomics-oriented secondary education in a five--year program. In the first cycle of three years about 35% of class time is spent in workshop activities. Successful comtpletion of this cycle is recognized by the degree of "Experta." At the conclusion of the secord cycle, a graduate is awarded the title of "Profesora." 10. Diversified Secondary Education combines basic academic education with pre-vocational orientation and training. Students have the opportunity to engage in various types of work experience in workshops and laboratories and, through guidance and vocational counseling, select a field of work most suitable to their interests and abilities. During the first four-year cycle students pass through a range of pre-vocational courses orienting them towards a specialized area in industrial, commercial, social services, agri- cultural or academic fields on which they concentrate during the final two- year cycle(Annex 11 and Chart 5). Diversified education is offered in 19 secondary schools (INEM's), financed under the first and second education proj- ects. The first ThEM was opened in 1970 and when all schools enroll to capa- city in 1976, total enrollment will be 79,000, or 11% of total secondary en- rollment in that year. APPENDIX A Page 3 Post-Secondary Education 11. One of the important features of higher education is the wide and confusing variety of institutions differing in quality, size, support, or- ganization, function and accreditation. In 1970 there were 45 institutions officially designated as universities but a number of these were not universi- ties in the sense of providing full courses leading to a university degree. At the same time other institutions calling themselves "colegios" were actually functioning as degree-awarding universities. Although there are a few superior universities a large number are poorly equipped, courses are poorly taught by part time professors, and curricula are out of date. Dropout rates are high: of those who enter the university only 55% graduate. The need to improve efficiency in post-secondary education is widely recognized but because of the autonomous nature of the institutions at this level, re- forms have been slow, piece-meal and, for political reasons, partly beyond government influence. In recent years waves of student strikes have had the effect of keeping higher education in turmoil. 12. The most popular fields of study in the universities are engineering, 26%; administration and economics, 15%; health, 12%; education, 11%; and law, 11%. In addition, technological or polytechnic institutes, some affiliated with universities, operate to prepare high level manpower in the commercial, technological and agricultural fields. About 6% of the post-secondary stu- dents are enrolled in these institutes. In cooperation with ICFES, the Higher Education Institute, the better universities are now taking steps to modernize their courses, gear their curriculum to the needs of the com- munity and establish inter-university links to avoid duplication of services. 13. Secondary teachers are trained in the pedagogic faculties of the universities in four-year courses. To improve the quality of teacher train- ing the UNDP is providing assistance to some of the pedagogic faculties. The project includes educational research, and training and in-service train- ing of secondary teachers, administrators and supervisors. The UNDP project has been extended to 1976 and includes technical assistance for a special program for the training of 2,000 technical teachers which is part of the proposed Bank project. This program will be administered by the pedagogic faculties in four of the best-functioning regional universities. The Non-Formal System 14. SENJA, the National Apprenticeship Service, is Colombia's most im- portant non-formal education institution. It operates under the Ministry of Labor as a semi-autonomous Decentralized Agency. SENA's main function is to provide specific technical training for workers at various levels. The most important source of income is a 2% tax on salaries and wages paid by public and private enterprises with a capital exceeding 50,000 pesos or with at least APPENDIX A Page 4 10 workers. The total budget for 1970 was 410 million pesos. As of 1970 SENA was operating 83 training centers. Between 1958 and 1970 SENA trained 2,000 instructors and over 700,000 workers in some 25,000 courses. SENA undertakes several types of vocational training. Apprenticeship training is designed for young people of the ages 14-20 who have completed primary school. Alternating between training center and work site, trainees attend for a maximum of three years and complete the course as a skilled worker. Other, shorter courses include general upgrading courses for unskilled workers, upgrading or promotion courses for skilled workers, specialization courses for highly skilled workers and several courses at the professional level. SENA also provides technical assistance upon payment for the training of personnel in enterprises. 15. There is a high demand for the training provided by SENA and the applications for its courses always exceed the number of places available. Further, SENA's center for instructor training is working at full capacity and needs to be expanded. The 1971-1975 Plan calls for a large expansion to keep in pace with Colombia's manpower needs. For the most part employers, trade unions and workers appear to be satisfied with SENA training. However a number of criticisms are heard: that SENA's programs are too expensive, that it prefers to train sk;illed workers to the neglect of the semi-skilled and that it does not pri -ide sufficient training opportunities for organiza- tions with less than 10 employees and for the unemployed. Thus, left un- trained are large numbers of workers in smaller firms and those who are un- employed and without skills. In 1972 a coordinating committee was formed among SENA, the Ministry of Education and the National Planning Department, which is studying ways in which the formal and non-formal systems can be better coordinated, particularly in view of the development of diversified secondary education, so as to reinforce the efforts of both systems to train the manpower needed for a growing and diversifying economy. 16. Accion Cultural Popular (ACPO) also known as Radio Sutatenza, is a private institution whose main goal is basic education of the masses, espe- cially the adult rural population, through radiophonic schools. ACPO has six broadcasting stations and annually trains 750 young adults at three train- ing centers to act as community leaders. In 1968 a total of 22,000 radiopho- nic schools operated in the country; almost all in the rural areas. In 1971 the number of listeners was 150,000 with nearly 50,000 hours of transmission time. The organization commands high prestige in Colombia because of its accomplishments. 17. The Ministry of Education through its Division of Adult Education administers literacy and general education programs for adults who have not completed primary and secondary school. Literacy programs are conducted at special literacy centers and are taught by volunteer public and private school teachers, and students in their last year of secondary school. Popu- lar Culture Centers provide the educational equivalent to primary school, and _lVE2's and various technical schools provide secondary education for APPENDIX A Page 5 adults at night. In 1971 a total of 393 centers and 2,400 teachers were part of the adult education system. Through its Division of Radio and Television, the Ministry of Education organizes and supervises educational programs broadcast over radio and TV. Since these activities were initiated only recently, no systematic evaluation of existing TV programs has been completed yet. 18. Capacitacion Popular is a program, still in an experimental stage, for providing educational television to adults, usually in urban centers. It operates under the Ministry of Cormmunications through the semi-autonomous National Institute of Radio and Television (INTRAVISIONT). 1Workbooks in basic subjects are distributed to adults who attend a tele-center where they v- :ch the television program in groups under the guidance of a volunteer "teacher." APPENDIX B Page 1 LOCATION OF PROJECT INSTITUTIONS (See Map) Common Facilities Centers 1. The underlying strategy for selecting the locations of common facilities centers was to spread diversified secondary education previously introduced by the 19 INEM schools, throughout the country and especially to medium-size cities with growth potential. A number of carefully selected criteria were applied by the Government. The selection of the 24 locations was based on demographic and census data, manpower need projections, educa- tional surveys, Government. long term development plans, and an identifica- tion of Departments which had not as yet been exposed to diversified educa- tion. 2. Size of population was a key factor because the city should have a sufficient secondary school enrollment to warrant construction of a common facilities center of economic size. Thus, with a few exceptions, cities between the population of 100,000 and 300,000 were selected. Four larger cities, Medellin (1,208,000), Cartagena (355,000), Cucuta (320,000) and Manizales (301,000) were also included for several reasons. 1/ They represent rapidly growing population centers and will become increasingly important centers of industry and commerce. Each of these cities is already the location of an INEM school and the Government wished to experiment with ways in which adjacent INEM's and common facilities centers could supplement each other's activities and form a critical mass of schools engaged in implement- ing the new curriculum. The small city of San Andres at 30,000 population was selected because of its isolation on an off-shore island; because of its rapidly growing population and its growing importance in agriculture and fisheries. 3. Popayan (102,000) and Duitama (150,000) are expected to develop into important tourist resorts while Neiva (122,000) is rapidly becoming the cattle export center for the southeast plains of Colombia and is the closest city to the new oil explorations near the Ecuador border. Armenia (210,000) is in the heart of the vital coffee-growing region; nearby Manizales (310,000) and Pereira (251,000) serve as the regional commercial and transportation network center, respectively, of that region. Five cities have undergone industrial expansion considerably in excess of 1967 projections and this was one of the criteria for the selection of Duitama (150,000), Sincelejo (74,000), Tulua (147,000), Girardot (104,000) and Barrancabermeja (99,000). By examin- ing the increased enrollment in SENA courses in agriculture between 1960 to 1969 it was possible to identify six cities where interest in agricultural, 1/ Numbers between brackets are population figures of 1972. APPENDIX B Page 2 as well as in industrial training had jumped significantly. These are Valle- dupar (130,000), Quibdo (47,000), Palmira (205,000), Sincelejo (74,000), Florencia (60,000) and Riohacha (56,000). Ibague (200,000) is somewhat isolated in one of the country's central plains and will become an increasingly important center of agricultural marketing and industry. Villavicencio (85,000) is located at the western edge of the country's vast eastern plains and is becoming the key center for the eastern regions. The remaining three cities of Pasto (108,000), Santa Marta (170,000) and Ocana (48,000) all possess potential for industrial and commercial development but also are 1o2ated in key geographical positions to give the diversified education movement the widest country coverage. Rural Comprehensive Schools 4. The locations of the schools have been carefully selected among the regions with growth potential and development activites already underway by the various Government agricultural development agencies. A second criteria was that the catchment area of a school should have sufficient school-age children and roads to make schools accessible within the area. Each center selected was to cover about 200 km2, be populated by some 20,000 persons and contain a Municipality of around 7,000 population. A total of 39 centers meeting these qualifications were selected for the location of rural comprehensive schools. Thirteen new schools would be included in the project; the remaining 26 will be established with USAID assistance through the extension of existing facilities. 5. Five locations of rural comprehensive schools included in the project are in the northernmost states of the country. Turbo, Necocli, Acandi, Maria La Baja and Cienaga are all located in the most tropical regions of the country and their major crops are tropical fruits, sugar cane, some cattle and general agriculture. San Andres (in the Department of Santander) and Caqueza are located in the east central part of the country where cattle growing predominates. Aguados, in the cenitral valley, is in the vital coffee-growing region. Puerto Boyaca, in the north central region has general agriculture. The three regions of Quilichao, Sibundoy and Yacuanquer in the far south specialize in cattle raising and general agriculture. Technical Teacher Training Program 6. Four criteria were used for the location of the technical teacher training program. In the first place, the program should be carried out in cooperation with a well-functioning university faculty of pedagogy which would agree to depart significantly from the traditional theory-oriented teacher training program. Secondly, the centers had to be located in areas where there existed an appropriate range of cooperating institutions such as a university faculty of pedagogy, polytechnic institutes, SENA centers and INEM schools. Thirdly, the programs were to enroll persons already working; thus the centers had to be located near large population centers. APPENDIX B Page 3 Fourth, as much geographic spread as possible should be achieved in view of the strong regional preference of teachers. 7. Four locations were selected on the basis of these criteria: (i) Medellin, serving the northwest Departments was chosen and the faculty of pedagogy at the University of Antioquia was designated as the degree-granting and administering institution. (ii) Bogota and its National Pedagogical University was selected for the central region of the country. (iii) Bucaramanga was the city selected for the northeast region where the University of Pamplona faculty of pedagogy was designated as directing the program. (iv) For the central and western states, the city of Pereira was selected and the Faculty of Pedagogy at the Technological University of Pereira designated as program administrator. g Z~~~~~~~~~2 2 222 2 222 22- -22 22 ~22 2 . . . .g . .2 2. 2 22 2 .2 22 222.2 2 2.2 Z9 Z2 2 22Z2 ~9 '7 29 t22,. * I ~~~~~~~~~~~~~sz ... .; . 222~~~~~~~~~~~~~ 2~~~~~~~~~ 2 ~ ~ ~ ~ ~ zz ~ ~ ~ ~ ~ ~ 2 2 2 222 p 2 2 2 2 2 2 2 2. 22222 2..22..22222~2.2..~ 222 2 2 2 2 22~2'222.2 222222222.2 222 22222222.2~c2 I Latin America Education Indicators* PRINAY SECONDARY HIGHER FINANCEs X of prescribed Enrollment: Av. secondary school Enrollment: Av.. Enrollment: % Graduates per Enrollment: Av. Graduates per % of national annual rate of Drop-out age population annual rate of in academic 100,000 pop. annual rate of 100,000 pop. h of QNP budget growth 1960-1971 Rate enrolled 1970 growth 1960-1971 course 1968 1970 growth 1960-1971 1970 1969 1969 Argentina 2 46% 44 5% 22% 509 2% 100 2.3 3' Bolivia 6 - 22 57. 89% 183 13% 16 3.1 26.2 Brazil 6 64% 25 13% 727 636 25% 60 - 17.5- Chile 6 57% 39 8% 69% 378 12% 61 4.8 10.6 Colombia , 72% 22 11% A/ 69% 220 20% 25 4.8 !/ 14,6! Costa Rica 6 43% 36 117 90% 308 19% 73 6.4 35.0 Dominican Republic 4 70% 19 13% 70% 511 - 25 - 16 0 Ecuador 6 637 18 127 56% 151 177 - bi 4.0 -l 21:8 !/V_ El Salvador 5 60% - 9% 69% - 17% 9 - - Guatemala 7 75% 11 10% 72% 105 - 11 1 9 f/ 15.8 Honduras 6 - 12 11% 73% 214 14% 15 3.2 19.5 Hexico 6 61% 17 12% 712 540 8% 74 - 13 5 Nicaragua 7 79% 21 15% 83% 246 21b 19 2.6 e/ 19:0 !/ Panama 5 55% 43 87 66% 548 9X 28 4.6 34.6 Paraguay 4 68% 18 9% 86% 246 5% 29 2 1 16 9 Peru 7 - 38 137 84% 571 11% 68 4:2 ' 19.45c Uruguay 2 287 57 6% 65% 507 - 37 - - Venezuela 4 61% 43 11% 74% - 3% 43 4.5 20.9 -/For 1960-1968 b/Government closed higher level schools c/Ministry of Education only d/Excludes local authority expenditures e/1968 f/Federal Government only M!ission estimates for 1970 Source: UNESCO "Development and Trends in the Expansion of Education in Latin America and the Caribbean: Statistical Data" USAID "Summary: Economic and Social Indicators 18 Latin American Countries", a The purpose of this table is to facilitate global intercountry comparison. Although much effort has been made to attain comparability of concepts, the data should be used with caution. Estimates or approximations are sometimes included when exact statistics were not available. ANNEX -3 COLaKBIA GDP and Employment,1970-1980 1970 1980 Amount _ Amount Gross Domestic Product (millions of pesos, 1970 prices) Agriculture 34, 600 29 61,000 24 Mining, Manufacturing, Construction 32,200 25 70,000 27 Services 60,000 46 124,000 49 Total GDP 129,800 100 255,000 100 Labor Force (in thousands) Agriculture 2,350 41 2,750 34 Mining, Manufacturing, Construction 1,150 20 1,700 21 Services 2,270 39 3,700 45 Total Employment 5,770 100 8,150 100 Unemployment 710 1,000 Total Labor Force 6,480 9,150 Source: 1970: Economic Position and Prospects of Colombia, IBRD No. WH-211a January 1h,1972 and Mission estimates. 1980: Mission Estimates. ANNEX 4 COLOMBIA Outputs of the Formal Education System, 1960 - 1968 and 1969 Graduates of Primary Education Average Annual Rate 1960 1964 1968 of Increase 1960-1968 75,900 130,000 230,000 14.9% Graduates of Secondary Education Average Annual Rate 1960 126 1968 of Increase 1960-1968 Academic 8,070 13,902 23,728 Industrial 199 445 1,223 Commercial 725 873 1,200 Agriculture 90 92 220 Social Services 450 529 675 Teacher Training 2,099 2,706 7,095 Totals 11,633 18,547 34,141 14.4% Graduates of Higher Education Average Annual Rate 1964 1966 1969 of Increase 1964-1969 Agriculture and Related 271 460 717 Sciences 478 300 426 Social Sciences 488 1,070 1,832 Law 793 771 739 Education 426 773 765 Humanities 100 456 518 Fine Arts 15 254 333 Engineering and Related 718 809 1,748 Medicine and Related 699 955 448 Totals 3,998 5,848 7,526 13.5% Source: Ministry of Inncation COLOMBIA Ehrollment by Grade and Controlling Authori ty, 1968 PRIMARY EDUCATION Sub-Total Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Boys Girls Total % of Total Total 1,056,080 659,460 449,150 317,850 250$e60 1,363,424 1,369,976 2,733,400 100.0 Public 1,108,024 1,105,376 2,213,400 80.9 Private 255,400 264,600 520,000 19.1 SECONIDARY EDUCATION Total Total First Second Sub-Total % of Grade 1 Grade 2 Grade 3 Grade 4 Cycle Grade 5 Grade 6 Cycle Boys Girls Total Total Total 213,937 129,291 91,796 66,840 501,860 48,496 36,344 84,840 296,529 290,171 586,70o 100.0 Public 158,210 114,580 272,790 46.5 Private 138,319 175,591 313,910 53.5 HIGHER EDUCATION (Universit-y) Sub-Total % of Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Unknown Total Boys Girls Total Total Total 24,404 14,103 9,776 7,325 4,151 731 4,654 65,144 47,599 17,145 65,144 100.0 Public 26,561 9,571 36,132 55.5 Private 21,438 7,574 29,012 44.5 Source: Education Census, 1968 ANNEX 6 COLOMBIA Enrollment and Teachers by Type of Education, 1968 PRIMARY EDUCATION - ~~~~~~~~ - ~~~~~~~Pupil -Teacher Type 1Enrollment Teachers Ratio Public 2,213,400 62,340 36:1 Private 520,000 38,290 14l: Total 2,733,400 100,630 27:1 SECONDARY EDUCATION Academic Public 177,550 12,860 14:1 Private 228,230 25 740 9:1 Sub-Total 405;780 11:1 Teacher Training Public 38,590 3,338 12:1 Private 15 610 2,069 8:1 Sub-Total 150:07 1Os Industrial Public 27,785 2,452 11:1 Private 10.271 06 8:1 Sub-Total 38J505 10:1 Commercial Public 16,270 1,350 12:1 Private 52,960 6,493 8:1 Sub-Total 69,230 7843 9:1 Agriculture Public 6.,180 6144 lOl Private 1750 170 10:1 Sub-Total 7,930 14 10:1 Social Services Public 6,415 846 8:1 Private 5089 822 6:1 Sub-Total 11,504h 7:1 To tal Public 272,790 21,490 13:1 Private 313.910 36A600 9:1 Grand Tbtal 586,700 58,o0o 10:1 HIGR EDWCATION University Public 36,132 5,088 7:1 Private 29^12 3,772 8:1 Total 65,144 8,860 7:1 Technological Institutes Total 4,000 Source: Edr-.at-.ton Census, 1968 ANNEX 7 COLOMBIA School-Age Population and Enrollment Projections, 1970-1980 (in thousands) Primary Secondary Higher 1970 (7-11) (12-18) (19-24) Totals Total Population in Age Group 3,053 3,647 2,237 Participation Rate 99% _/ 19% a2/ 3.5% ihrollment 3,026 696 78 3,800 % in Public Schools 82% 49% 56% 75% 1975 Total Population in Age Group 3,437 4,178 2,829 Participation Rate 103% 25% 4.5% Enrollment 3,560 1,050 127 4,737 % in Public Schools 83% 52% 55% 75% 1980 Total Population in Age Group 4,155 4,612 3,471 Participation Rate 110% 33% 5.5% Enrollment 4,570 1,530 191 6,291 % in Public Schools 85% 55,' 55% 76% a/ includes over-age students estimated at 30% of primary and 114% of secondary students in 1970 and a subsequent decreasing proportion. Source: Mission estimates aNNEX 8 COLaKBIA Sources of Education Finance, 1965 and 1970 (in millions of pesos) 1965 1970 Amount % Amount % Ministry of Education 782 35 2,486 40 Other Ministries 104 5 181 3 National Government, Total 886 40 2,667 43 Decentralized Agencies 160 7 773 12 Central Government, Total 1,046 47 3,440 55 Departments 479 21 1,080 18 Municipalities 101 5_ 270 4 Public Sector, Tbtal 1,626 73 4,790 77 Private Sector 610 27 1,460 23 Total Education Expenditures a/ 2,236 100 6,250 100 Gross Domestic Product 60,80O 129,800 National Government Bud,get 5P808 18,238 National Government's Share of GDP 9.6% 14.1% Share of Education in National Government Budget: - Ministry of Edueation 13.5% 13.6% - Other Ministries 1.8% 1.0% - Total 15.36 14.6% Education Expenditures as -Proportion-of GDP: - Public :2.7% 3.7% - Private 1.0% 1.1 - Total 3-7% 4.8 a/ Including external assistance to all of the above authorities. Source: 1965: Boletin DANE, October 1971 and mission estimates. 1270: Boletin Dir. Gen. del Presupuesto, 1970, Informe Financiero, 1?70 and issdion estimates. ANNEX 9 COLOMBIA Education Expenditures by Level, 1970 (in millions of pesos) Other Share Minis- Ministry of Author- try of Level of Education Education ities Total Distribution Education Primary 260 1,760 2,020 32 13 Secondary 450 1,280 1,730 28 26 Higher 250 1,000 1,250 20 20 Other 300 50 1,250 20 24 Expenditures, Total 1,260 4t,99o 6,250 100 20 Transfers 1,230 -1,230 Financing, Total 2,490 3,760 6,250 40 Source: Boletin Dir. Gen. del Presupuesto, 1970, Informe Financiero, 1970 and missidon estimates. ANNEX 10 COLOMBIA Education E_penditures, 1970-1980 (in millions of pesos,1970 prices) 1970 1980 Amount Amount % Expenditures by Level Primary 2,020 32 3,600 24 Secondary 1,730 28 4,900 34 Higher 1,250 20 3,200 22 Other 1,250 20 2,900 20 Total 6-250 43 100 Financing by Sourc Ministry of Education 2,490 40 7,600 52 Other Public Authorities 2,300 37 4,400 30 Private 1,460 23 2,600 18 Total 6,250 100 14,600 100 Gross Domestic Product 129,800 255,000 Education Expenditures as Proportion of GDP: - public 3.7% 47% - private 1.1% 1.0% - total 4.7 National Government Budget 18,200 38,000 Share Ivdnistry of Education in National Government Budget 13.6% 20% Source: Mission estimates. ANNEX 1 1 COLOMBIA Curriculum for Diversified Secondary Education COURSES GRADES 1 2 3 4 5 6 Academic Spanish 4 4 4 4 4 4 Modern Languages 5 5 3 Social Studies 4 4 4 4 4 4 Mathematics 5 5 5 5 Natural Sciences 3 3 3 5 Religion 2 2 2 2 2 2 Philosophy 2 2 Art 2 2 2 2 2 Physical Education 2 2 2 2 2 2 Pre-Vocational Vocational Exploration a/ 5 5 Vocational Orientation b/ 10 10 Occupational Orientation c/ 20 15 Elective 3 3 0 1 1 4 Total Hours Per Week 35 35 35 35 35 35 a/ During the first two years students take seven exploratory subjects in rotation every seven weeks. Subjects available are: metal mechanics, electricity, tech- nical drawing, conservation, agriculture, typing, commerce, community service, nutrition and occupational informati.on. b/ With assistance of guidance councilors each student selects an area of concen- tration in the academic, industrial, agricultural, commercial or social services field. c/ During the last two years students specialize in one of the following fi.elds: sciences, humanities, accounting, secretarial training, metal mechanics, electri- city/electronics, construction, indutrial chemistry, home economics, health, community development and agri.culture. COLOMBIA - COMMON FACILITIES CENTERS Enrollment in Designated Participating Schools - 1972 and 1978 Academic Commercial Industrial Total, 1972 Projected Enrollment,1978 No. of Total Total Total without with No. Location Schools Enrollment Schools Enrollment Schools Enrollment Schools Enrollment CFC CFC 1 Sincelejo 3 2,228 3 2,228 / 2,562 3,960 2 Cartagena 3 4,662 3 4,662 - 3,362 5,400 3 Santa Marta 3 2,126 3 2,126 2,965 4,600 4 Riohacha 3 1,735 1 155 4 1,890 2,413 3,760 5 Valledupar 3 1,771 1 255 4 2,026 2,287 3,600 6 San Andres 4 713 1 73 5 786 1,446 2,320 7 Ocana 4 1,521 1 438 5 1,959 2,194 3,520 8 Cucuta 2 1,092 1 317 3 1,409 2,350 3,680 9 Barrancabermeja 2 1,323 1 1,243 3 2,566 3,013 4,800 10 Medellin 4 4,352 4 4,352 - 3,648 5,840 11 Duitama 4 2,507 4 2,507 3,685 5,760 12 Quibdo 2 1,694 2 1,694 1,671 2,680 13 Pereira 2 3,383 1 181 3 3,564 3,744 5,800 14 Manizales 5 1,920 1 589 6 2,509 3,507 5,600 15 Ibague 4 3,408 4 3,408 3,554 5,680 16 Armenia 2 2,803 2 2,803 3,801 5,800 17 Girardct 5 2,222 1 233 6 2,455 3,317 5,120 18 Villavicencio 2 1,846 1 560 3 2,406 2,984 4,600 19 Tulua 2 1,676 1 540 3 2,216 2,917 4,520 20 Palmira 2 2,943 2 2,943 3,547 5,680 21 Neiva 4 2,121 4 2,121 2,877 4,600 22 Popayan 5 2,437 5 2,437 2,982 4,600 23 Pasto 4 1,653 1 662 5 2,315 2,605 4,040 24 Florencia 3 1,206 _ _ 1 214 4 1,42 2.024 2,920 TOTALS 77 53,342 5 2,558 8 2,902 90 58,802 69,455 108,880 a/Existing unsuitable facilities will be abandoned. COLOMBIA: COMMON FACILITIES CENTERS Projected Numbers of Graduates Social No. Location Acadedkc Industrial Commercial Agriculture Services Total Cycle al I II I II I II I II I II I II 1 Sincelejo 6 42 24 125 19 140 13 91 10 57 72 455 2 Cartagena 4 80 19 205 17 215 - - 19 65 59 565 3 Santa Marta 5 39 23 143 23 153 15 100 12 69 78 504 4 Riohacha 6 42 20 121 22 129 12 85 7 52 67 429 5 Valledupar 4 36 20 103 10 111 7 73 5 35 46 358 6 San Andres 7 36 13 84 13 102 - - 4 29 37 251 7 Ocana 6 42 20 135 22 131 - - 7 52 55 360 8 Cucuta 6 141 15 108 18 116 1U 77 5 50 55 392 9 Barrancabermeja 10 75 29 187 31 203 - - 9 65 79 530 10 Medellin 10 70 25 216 31 224 - - 15 70 81 580 U1 Duitama 9 64 21 172 24 240 16 120 9 68 79 664 12 Quibdo 5 44 12 111 15 121 - - 5 35 37 311 13 Pereira 8 68 21 180 25 198 10 129 10 79 74 654 14 Manizales 8 77 30 205 28 230 - - 6 71 72. 583 15 Ibague 11 74 28 205 31 218 - - 9 83 79 580 16 Armenia 8 68 21 159 25 198 15 129 10 79 79 633 17 Girardot 6 38 24 153 23 176 22 100 11 66 86 533 18 Villavicencio 5 37 19 140 21 170 12 105 6 60 63 512 19 Tulua 4 41 16 143 17 161 12 I16 7 60 56 521 20 Palmira 11 74 35 212 15 234 - - U 68 72 588 21 Neiva 9 70 22 180 25 200 - - 7 66 63 516 22 Popayan 5 40 23 140 22 158 11 103 9 65 70 506 23 Pasto 9 57 17 141 18 142 10 85 7 56 61 481 24 Florencia 5 44 - - U1 100 9 83 8 78 33 305 Total 167 1,299 497 3,568 506 4,070 175 1,396 208 1,478 1,553 11,811 */ Cycle I encomi asses 4 grades (6 - 9) and provides vocational orientation; Cycle II encompasses 2 grades (10 - U) and provides occupatio'nal orientation. F¢ COLOBIA: CCWON FACILITIES CMTERS Teaching and Non-Teaching Staff Requirements Total Total Secret- Enroll- b/ Social c/ Agri- Teachers Adminis- arial and No. Location ments Academic Industrial Commercial Services culture in CFC's trative Other 1. Sincelejo 3,g60 25 19 9 6 5 64 30 32 2. Cartagena 5,400 40 28 15 8 - 91 33 37 3. Santa Marta 4,600 32 24 10 8 6 80 33 37 4. Riohacha 3,760 24 18 10 6 5 63 30 32 5. Valledupar 3,600 24 17 8 6 5 60 30 32 6. San Andres 2,320 16 13 7 3 - 39 30 32 7. Ocana 3,520 23 17 10 6 - 56 30 32 8. Cucuta 3,680 24 18 8 6 5 61 30 32 9. Barrancabermeja 4,800 33 24 13 8 - 78 33 37 10. Medellin 5,840 38 32 15 8 - 93 33 37 11. Duitama 5,760 37 29 12 9 6 93 33 37 12. Quibdo 2,680 19 15 7 6 - 47 30 32 13. Pereira 5,800 41 26 13 9 6 95 33 37 14. Manizales 5,600 37 30 15 9 - 91 33 37 15. Ibague 5,680 37 30 15 9 - 91 33 37 16. Armenia 5,800 39 26 14 9 6 94 33 37 17. Girardot 5,120 34 21 12 8 6 81 33 37 18. Villavicencio 4,600 32 22 9 8 6 77 33 37 19. Tulua 4,520 33 22 10 8 6 79 33 37 20. Palmira 5,680 39 29 15 9 - 92 33 37 21. Neiva 4,60p 30 24 12 7 - 73 33 37 22. Popayan 4,600 32 24 10 8 6 80 33 37 23. Pasto ,040 29 16 9 6 5 65 30 32 24. Florencia 2,920 21 6 7 6 5 45 30 32 TOTALS 108,880 739 530 265 176 78 1,788 765 843 a/ Fully functioning on double shift operation b/ Includes science, language and artss c/ Includes health, child care, sewing, crafts, cooking. ANNEX l COLOMBIA - RURAL COMPREHENSIVE SCHOOLS Enrollment and Teaching Staff of Project - Connected Primary Schools Present Projected No. of Present Projected % Teaching Teaching % Location Schools Enrollment Enrollment Increases Staff Staff Increases 1. Turbo -44 6,905 7,994 16 151 217 44 2. Necocli 42 2,840 3,422 21 55 84 53 3. Acandi 8 903 1,163 29 14 29 107 4. Los Palmitos 35 3,604 5,150 43 77 128 66 5. Yacuanquer 40 3,282 5,032 53 73 126 73 6. Maria La Baja 24 4,233 6,100 44 62 152 145 7. Caqueza 57 4L,530 6,280 39 140 157 12 8. Aguados 100 8,638 10,873 26 270 271 0 9. Cienaga 18 1,848 2,790 51 46 70 52 10. Puerto Boyaca 47 3,912 5,049 29 145 145 0 11. San Andres 46 2,703 5,370 99 98 134 37 12. Valle del Sibundoy 16 764 1,340 75 23 38 65 13. Santander de Quilichao 52 4,346 4,995 15 91 130 43 Totals 529 48,508 65,558 35 1,245 1,681 35 The 529 rural primary schools with expanded enrollment will act as feeder schools to the 13 rural comprehensive schools to be established under the proposed project. ANNEX 16 COLOMBIA: RURAL COMPREHENSIVE SCHOOLS Teaching and Non-Teaching Staff Requirements Staff Requirement for Staff Requirement for Schools with 690 Schools with 490 Subject enrollment enrollment b/ Spanish 4 2 Mathematics 4 2 Science 3 2 Geography 3 2 History 1 1 Music 1 1 Religion 1 1 Agriculture 4 3 Home Economics (Social Serviees) 2 2 Industrial Education 6 4 Commercial Education 1 1 Physical Education 2 1 Administration 4 4 Secretarial and Others 19 19 Extension Services c/ 4 4 TOTALS Ebrollment 7,000 Teaching Staff 376 Non-Teaching Staff 299 Extension Services Staff 52 a] These schools are Turbo, Los Palmitos, Yacuanquer, Maria La Baja, Aguados, Cienaga, Puerto Boyaca, San Andres, Santander de Quilichao. b/ These schools are Necocli, Acandi, Caqueza, Valle del Sibundoy. ic Director and sp0 " cc~~ | r |N I .i 1 4 i0OO O0 2,;M!lR-'N' ' f;l[{iF 1|sF o t e N c N e N e N n ~~~~~~~~~ IF .~ *"~~~~- NX XoX X.C4S i~~~~~~~~~~~~~~~~~~~~~~~~ A W jt 0 N 1> *-@iW@" 99 @ S O~~I 80goi°Sao8S8 .> 4osooo8o%S-WooENWtlo N.. ~ ~ -J 0' w-°osgrgt o,p¢Sm@w"~£ttsst r 0' - 0 W 0' N - -s - - & - -"SWN"l r OsX-D*-"s-M> .0.0> N N" 2. 0' N, O'00. 0'vo>>08o 9Ut. 0'3§N.43 s -J.4 O*V3N ~w N sa " _ > urrrrrrrrrrrrrrrrrrrrrr _* > .^' -w 0' - _ Lt - g r w w o u S S _oo_ws_r*s*oo t .. ... . r. ~~~~- -£< N125 l S N t9*g N W W*b}N O -ON r O' 0 r | § N U , 0 0 40'N ,_i _1. . 0 *0'~~~~' .4 .4 .4 - .o,i~~~~~~~~~~~ r o SW _ _X ^ 0 g ;0 | N ON 00 0.0 U 4 *O g - Qe0 8R w0'§°§§;g -- . 0' 4 COLOMBIA Unit Capital Costs in Project Institutions (a) (in US$) Gross Area Average Construction Total Cost Total Cost per Student Utilization and Site per Student per Student Place Rate Development Furniture Equipment place served Common Facilities 2 (c) Centers 8.31 m. 77% 542 78 333 953 175 INEM's under Second(b) 68% 950 254 Education Project in Colombia (1969 prices) Rural Comprehensive 2 (d) Schools 4.89 m. 56% 277 31 254 562 562 Single shift, excluding boarding Rural Comprehensive 2 Schools 5.08 m. _ 271 49 _ 320 320 Boarding (a) Professional fees and contingencies are not included. (b) For the purpose of comparison with common facilities centers, the costs of general classrooms have been excluded. (c) Calculated on the basis of 70 periods per week equivalent to 100%. (d) Calculated on the basis of 35 periods per week (single shift) equivalent to 100%, but excluding the use for community activities (education extension service). a 0< COLOMBIA Contingencv Allowances (in thousands of US$) SITE PROFESSIONAL TECHNICAL DEVELOPMET BUILDINGS FURNITURE EQUIPMENT SERVICES ASSISTANCE a/ SUB-TOTAL Local Foreign Local Foreign Local Foreign Local Foreign Local Foreign Local Foreign Local Foreign TOTAL 1. Contingencies Percentages (a) Unforeseen Factors 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 (b) Price Increases 12 16 12 16 12 16 12 16 12 16 12 16 12 16 14 Total (a) and (b) 22 26 22 26 22 26 22 26 22 26 22 26 22 26 24 2. Total Proiect Cost Excluding Contingencies 1,900 900 7,609 3,419 1,300 600 1,300 7,700 680 130 830 690 13,619 13,439 27,058 3. Contingencies Amounts (a) Unforeseen Factors 190 90 761 342 130 60 130 770 68 13 83 69 1,362 1,344 2,706 (b) Price Increases 228 144 913 547 156 96 156 1.232 82 21 100 110 1,635 2,150 3.785 Total (a) and (b) 418 234 1,674 889 286 156 286 2,002 150 34 183 179 2,997 3,494 6,491 4. Total Protect Cost Including Contingencies 2,318 1,134 9,283 4,308 1,586 756 1,586 9,702 830 164 1,013 869 1,661 16,933 33,549 1 Includes project administration COtLOMBI Project I plementatiot. Schedule al |ear 1973 1974 1975 1976 1977 Quarter I 2 3 4 5 6 7 a 9 |10 11 12 13 14 15 16 17 18 19 20 Civil Works Briefing and Contracting of x x x x x x Consultant Architects Site Surveys Preparation of Phase I x x x x x x x x x Tender Documents Phase II x x x x x x x x x Tendering, Bid Phase I x x x Evaluation and Phase II x x x Contract Awarding Construction Phase I x x x x x x x x r x x x x x x Phase II x x x x x x x x x x x x x x x Liability Period Pbeas I x x x x x x x x x x x x Phase II x x x x x x x x Y x x x Furniture and euiument Preparation of x xx xxx x x x Lists and Tender Dlocuents Tendering Phase I x x x Phase II xx x Manfacturing Phase I x x x x x x x x x Delivery and Phase x x x x x x x x x Installation Liability Period Phaae I Phase II x x x x x x x x x x x Technical Assistance x x x x x x Education x x x x x x x x x x x x x x x x x x x x x x x Extension Service Section Survey and x x x x x x x x x x x x x x x x x x x x x X X x x x x x x x x x x Sector Studies aI The project will be implemented in two phases: Phase 1 - Comprises 12 CFC#s, 7 RCS's, the Technical Teacher Training Program and the extension of the Rural Development ServicesaCenter; Phase 2 - Comprises the remining 12 CFC's and 6 RCS's. COLOMBIA Estimated Disbursement Schedule (in US$ Thousands) Disbursements Accumulated Disbursements Disbursements Accumulated Disbursements Excluding Interest & Excluding Interest & Interest and Including Interest & Including Interest & Undisbursed * Quarters Commitment Charges Commitment Charges Commitment Charges Co'mitment Charges Conmitment Charges Balance I - _ 35 35 35 21,165 2 100 100 35 135 170 21,030 3 300 400 40 340 510 20,690 4 300 700 50 350 860 20,340 5 1,800 2,500 70 1,870 2,730 101,470 6 1,800 4,300 90 1,890 4,620 16,580 7 1,800 6,100 130 1,930 6,550 14,650 8 3,300 9,400 190 3,490 10,040 11,160 9 3,300 12,700 250 3,550 13,590 7,610 10 1,800 14,500 120 1,920 15,510 5,690 11 1,800 16,300 150 1,950 17,460 3,740 12 1,800 18,100 190 1,990 19,450 1,750 13 500 18,600 250 750 20,200 1,000 14 500 19,100 _ 500 20,500 500 15 500 19,600 500 21,200 ~16 - - - - * An from the date of effectiveriess, aesumed to be around September 30, 1973 a 0~~ ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ COLOMBIA: EDUCATION SECTOR ORGANIZATION CHART, 1972 OFFICE OF PRESIDENT - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - OF THE REPUBLIC I~~~~~~~~~~~~~~~~~~~~~~~~~~~I rdln,enrv or iidocotion 2-EEdocatlonl Planmnil * in- -- - --- --------- ~ - - 5-oBL.BlO1 Of-- --b-- P----- - --------d | ._ - _____----- - T_____ 3-BuForvtioA-- ---E--d _ ___ ii | *oar_d jOff,oofPoI E, Cjs* of nalaf,Ooeacd~~~~~~~~~~~~~~~~~~~~B.d l. U I D s irec adtor,ooe| one ll Hg Educafol ftrmotn 3 d ar diovead ll NtinlCmio 6T n Fr | ISC S Eeltio,Y. lGeneraI iite 1~~~~~~~~~~~~~~~~~~~~RGOA AGNCE IN T DCTZ.SCO | ' MinieTrr on FIance Legal OrffIeo Polic Pelfolarmncpe nleflotionsnd -k5 | | 9 88 W~~~~~~~~~~~~~~~~~~~~~~oNrking Pelrt,e s E s cotOllleNef,oolcctnotf Uso II I _ ,~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~Eocnoe Boea Fu, ,rdO | _ _ The P nclkoJO Et Calamban Culur Gerard n ooba oob Nnioe Edctool Adulatl Spclmial S edoocet|Uivrioll eachBng tafn|Clmla nttt ai FUndfor oietlfl Inodtuef Sooce pnohlotln,anr Weldacden fare dccoflnd EuidocOIntiof t RIo an Col rbenIfngttt fVuhan Frns B Romnonh nd Sp clolelo G,o,elOORA Dicietno GitieCltn iPEi bon d DtlpnEX (CE)ileB TV ji,OO o Di7lelon - prs j | eIEA II~~~~~~~~~~~~~~~~~~~~~EINLAECE NTEEUAINSCO gi Nanlonal Selarn ruef,onol Salem~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~Wrl an-71 COLOMBIA: STRUCTURE OF FORMAL EDUCATION, 1972 SECONDARY INDUSTRIAL POST SECONDARY INSTITUTES SECONDARY AGRICULTURAL 1 Commerce, Education., Forestry, Industry, Social Services, Agriculture 1giutrl col2 3utr IntttsCommerce, Industry, Nursing, Agriculture SOCIAL SERVICES Education, Social Services F31 ~ ~~~~~~~~~~~~~~UNIVERSITIES 1 2 3 4 Administration. Arts, Education, Social Sciences PRIMARY EDUCATION ACADEMIC SECONDARY 1 2 3 4 { Agriculture, Architecture, Engineering, Lam, O _M _M _ET~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~Odontology, Pharmnacy, Science, Theology Plan Basic. Bachillerato PRIMARY TEACHER TRAINING, COMMERCIAL 1 2 Medicine i~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~~ ~~~ ~~~ DIVERSIFIED SECONDARY EDUCATIONO 2 H _ 2 3 ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~School Starts at age of 7 PROPOSED EDUCATIONAL REFORM v -Restricted entrance to higher schrools I BAIVDCTO - General entrance to higher schools DIVERSIFIED EDUCATION- 'INEMS, Common Facilities Centers and Rural Comprehersive Schools World Bank-7518 COLOMBIA: POPULATION AND SCHOOL ENROLLMENT BY AGE, 1968 (In Thousands) AGE 20 MALE FEMALE 16 14 A'~~AL 1 6 a + I I g , j ,~~~.X.,a ................, .. + 1 24t ± ~~~~~~~~a 30100lu010 0 LjPopulationi EnrOlmirnnt "Distortion of normal Pyramid due to previous change of minimum age from 8 to 7 years and related intensive programs to re-enroll previous drop-outs. World Bank-7519 -3 COLOMBIA: SECONDARY SCHOOL ENROLLMENT, 1964-1980 (Thousands of Students) 2000 2000 33% of age group 1600 - 1600 1200 - 25% of age group - 1200 000P 15% of 19% of age group 1 ,- J enrollment 800 - 1 a o y J;C 6 --a.- V:SI 800 400 - 400 ACADEMIC EDUCATION 0 1 1 I I I I I I I I 0 1964 '65 '66 '67 '68 '69 '70 '71 '72 '73 '74 '75 '76 '77 '78 '79 '80 a/ Industrial, Commercial, Agricultural, Social Services and Teacher Training. a b/ INEM's, Common Facilities Centers and Rural Comprehensive Schools Source: 1964-1968: Ministry of Education; 1969-1980: Mission estimates World Bank-7520 COLOMBIA: FLOW CHART DIVERSIFIED SECONDARY EDUCATION NON-FORMAL LABOR EDUCATION FORCE INSTITUTES OF HIGHER EDUCATION YEARS VOCUPATIONAL ME_AL INDUSTRIAL 00 CE' ANIMALLCOMMUNITY HOM E VOCATIONAL ORIENTATION HUMANITIES3SCIENCE MECHANICS ELECTRICITY CONSTRUCTIONCCHEMISTRY USBANDR DEVELOPMENT ECONOMICS Middle Lewel T,vcbniciar, SECOND DECISION AND VOCATIONAL ACADEMIC INDUSTRIAL COMMERCIAL A.RICULTURAL SOCIAL SERVICES ORIENTATION 3 ~~~~~~~~~~IDION THE Skilled WoEkenE FIRST DECISION JOB VOCATIONAL- EXPLORATION I1NN EK A.Sm TRAINING Skilled 4 ~~~~~~~~~~~~~~~~~~~EDUCATION 3~ ~~ ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ WRrId B.Rk-7521 COLOMBIA: COMMON FACILITIES CENTERS OPERATIONAL AND DECISION FLOW CHART |Central || Department ||Municipalt| Governmentlllll _ | ~~~~~~~~~consult and jointly|/ decide, with final authority resting _ with Central Governnment Wst-,a b 11 iis h sei b adviscs on Ifi ~unnanncs, commu nity drcs and Advisory Committeea related I3sev t ose, activrties ICOMMONACILITIS STUDENTERNTS center teaches practical and scientific subjects and provides guidance and counseling on vocational orientation S T U D E N T S participating schools teach academic subjects and promote students taking into account grades given by center Participating Participating Participating School School School aAdvisory Committee of parents, local public and private agencies and local SENA institutes. February, 1973 World Bank-7522 ' § _ AR;aR{AN 5tS ~~~~~~~~~~~~~~~~~~~~~IBRD 10324 CAREA8 $0AN 4 1A 16? MADCH 197H 7 - > . A i4 } A 6 *RI COLOMBIA( K 12 P~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~2- >~~~~~~~~~~~ S o / ' ¢ *A C~~~~~~~~~~~~~~IOMMO FCIEIE CNTR 0 F S AAR A C 4.v J~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ S n e OS. R-I.N. 0 f A2\TC ICAL TEACHER TRAI N ING POAM AN A N , POPATAN ~ ~ ~ ~ ~ ~ ~ ~~~~~~CULT O'~~~~ . ^O OM IA '''', 1-4 . - . . .~~~~~~~~~~~~~ < .+ . . .. . .. . . .- 4 -8 QEIBD ATH E CllATIONL PNROEC '~ , . * 'FlorencoOTE SE RURAL COMPEESV SCHOOLSINRPTTALS 0 ,JIC~~~~A 0 PREVIOUS EDUCATION PROJECTSY~:~A ~o 4 ~~ avon ~~~~~~ C A U A E C AV CH AD T' 0 ESLTINN ctedeQvhC .0 N4II IiiN II 2 E CUAUO~~ ~J S "' N""' '~THIR -NE RNCATIONAL PRUNDA EIT Flowc,. 0~~~~~~~b NOE SE LISTL COMPREESV SCHOOLS I EOTTBE