IVocument of The World Bank FOR OFFICIAL USE ONLY 4AS ~300OL/-A1 Report No. 7263-BM STAFF APPRAISAL REPORT COMMONWEALTH OF THE BAHAMAS SECOND TECHNICAL AND VOCATIONAL TRAINING PROJECT October 24, 1988 Country Department III and Technical Department Latin American and the Caribbean Regional Office This document has a restricted distribution and may be used by recipients only in the performance of their official duties. Its contents may not otherwise be disclosed without World Bank authorization. CURRENCY AND EQUIVALENT UNIT Currency Unit Bahamian Dollar (B$) B$ 1.00 = USS 1.00 WEIGHTS AND MEASURES The Ir.ternational System of Units is used throughout this report, except for construction areas which are expressed in square feet (ft2}. lft2 = 0.093 m2 FISCAL YEAR January 1 - December 31 SCHOOL YEAR September - August GLOSSARY OF ACRONYMS AND ABBREVIATIONS BHTC BahAmas Hotel Training College BSN Bahamas School of Nursing COB College of The Bahamas GBPA Grand Bahama Port Authority ITC Industrial Training Center (of NTC) MOE Ministry of Education MOEI Ministry of Employment and Immigration MOT Ministry of Tourism NTC National Training Council PIU Project Implementation Unit UWI-CHTM University of the West Indies Centre for Hotel and Tourism Management FOR OMCIL USE ONLY COHHONWEALTH OF THE BAHAMAS SECOND TECHNICAL AND VOCATIONAL TRAINING PRCJECT STAFF APPRAISAL REPORT Table of Contents Page No. I. LOAN AND PROJECT SItM Y ................................ 1 II. THE SECTOR: HUMAN RESOURCES ISSUES AND STRATEGY ........ S A. Development Context .....I ........................... 5 B. Education and Training System ........................ 6 C. Education and Training Finance ....................... 7 D. Sectoral Development Issues .......................... 8 E. Strategy for Improvement of Training System ......... 11 Government's Training Development Plans ............ 11 Bank Assistance Strategy and Experience of ......... 12 Past Lending III. THE PROJECT .............................................. 12 A. Origin of the Project ................................ 12 B. Project Objectives ................................... 13 C. Rationale for Bank Involvement ....................... 13 D. Project Components and Description ................... 14 E. Alternatives to Proposed Project Interventions ....... 18 Prcject Costs and Financing .......................... 19 Project Costs ..................................... 19 Unit Capital Costs ......................9.......... ;9 Financing Plan ..................................... 19 Recurrent Cost Implications and ................... 19 Unit Recurrent Costs G. Project Implementation ............................... 21 Project Management ................................. 21 Technical Assistance ............................... 21 Construction and Equipment Procurement ............. 22 Construction Sites ................................. 22 Implementation Schedule ............................ 22 Procurement ........................................ 22 Disbursements ...................................... 23 Spec::al Account .................................... 23 Retroactive Financing .............................. 24 Reporting, Monitoring and Evaluation ............... 24 H. Accounting and Auditing Procedures ................... 24 I. Benefits and Risks ................................... 25 IV. AGREEMENTS REACHED, AND RECOMMENDATIONS .................. 2S This report reflects the findings of an appraisal mission which visited the Bahamas April 11-22, 1988. The mission comprised Messrs. Bo Dahlborg, Sr. Technical Training Specialist (Mission Leader), Robert W. Etheredge, Jr. (Architect, Coniultant) and W. Wesley Hobbs (Technical Education Analyst, Consultant), a,Ld Ms. Maria Anderson (Operations Assistant). This document has a restricted distribution and may be used by recipients only in the performance of their official duties. Its contents may not otherwise be disclosed without World Bank authorization. - ii - ANNEXES 1. Comparative Education Indicators 2. Labor Market Setting and Training Needs Appendix 1-6: Labor Market Data Appendix 7: The Tourism Sector 3. The Education and Training System Appendix 1: Structure of the Education and Trai-ling Systems Appendix 2: Organization Chart of the Minis(-r) of Zducation Appendix 3: Education and Training Enrollments 4. Financing of Education and Training Appendix 1: Government Expenditures in Educatton 5. Component Design and Implementation Appendix 1: Studies and Specialist Assistance, Study Tours, and Internships in Selected Local and External Industries Appendix 2: Terms of Reference for Major C.-nsultftnts Appendix 3: Area Vocational and Community Skills Training Facilities to be Supported Under the Skills Training Component Appendix 4: Area and Cost Estimates for Construction, Wurniture and Equipment for the Skills Training Component 6. Project Costs 6a. Project Cost Summary 6b. Project Cost Estimates by Year 6c. Project Costs by Category of Exnenditure 6d. Unit Areas and Capital Costs 7. Project Management and Implementation 7a. Formal Structure of Project Implementation Team 7b. Terms of Reference for Key Project Implementation Team Personnel 7c. Project Implementation Schedule 8. Disbursements 8a. Allocation of Loan Proceeds 8b. Estimated Schedule of Disbursements 9. Procurement Arrangements 10. Key Indicators for Project Monitoring and Evaluation 11. Related Documents and Data Available in the Project File MAP COMKONVEALTH OF THE BAHAMAS SECOND TECHNICAL AND VOCATIONAL TRAINING PROJECT STAFF APPRAISAL REPORT 1 LOAN AND PROJECT SMM4ARY Borrower s Government of the Commonwealth of The Bahamas Beneficiaries: Ministries of Education, Employment and Immigration, and Tourism Loan Amount: US$l?.O million Terms: Standard IBRD Terms P:oiect Obiectives and Description: The proposed project would help to implement the second phase of the Government's long-term plan to develop its training system. By focussing on improved labor market information, new arrangements to strengthen institutional coordination and private sector participation, and increased cost recovery in public institutions, the proposed project would implement policies and develop institutions for management and financing of training which would make more efficient use of available training resources, both public and private. In addition, the project would improve planning of post-secondary education and upgrade and expand training capacity primarily for thte hotel and tourism sector; expand training opportunities for adults and out-of-school youth, particularly in the Family Islands, in response to labor market needs; and improve the efficiency and relevance of vocational training by developing inservice training and curricula that concentrate on clusters of related skills. The project would have four components. The Institutional Development and Policy Implementation Component would consist of actions, supported by technical assistance, to: (a) improve the labor market information system; (b) expand the apprenticeship systam; (c) strengther. the National Training Council (NTC) and its national subject-matter advisory panels and establish local training committees in the Family Islands, including employer3' representatives; (d) increase cost recovery and cost sharing by raising enterprises' participation in the financing of training, and improve targeting of training stipends to needy individuals; and te) establish a graduate tracer system and prepare a master plan for post-secondary and higher education in The Bahamas. The Skills Training Component would provide: (a) actions, supported by technical assistance to develop curricula for broad-based preservice and inservice training and mobile training programs responsive to market needs, improve management and utilization of training facilities, establish a system for regular maintenance and materials supply for training facilities, and train training managers and instructors; and (b) civil works, furniture and equipment for skills training workshops at Area Vocational and Community Skills Centers in 22 locations in the 11 major islands, complementary workshop construction and equipment for existing Indlistrial Training Centers, and equipment for mobile training packages for basic and advanced skills training of youth and adults, primarily in the Family Islands. The Tourism Training Component would consist of: (a) actions, supported by technical assistance, to improve coordination and articulation among existing tourism training programs, develop and implement new training programs for the sector, particularly for inservice training, and increase enterprises' participation; and (b) civil works, furniture and equipment for a new Hotel Training Institute, providing accommodation for selected programs - 3 - of the Bahamas Hotel Training College (BHTC), the University of the West Indies Centre for Hotel and Tourism Management (UWI-CHTM), the College of The Bahamas (COB), and the BahamaHost program of the Ministry of Tourism. The Project Management Component would provide for expanded staffing of the existing Project Implementation Unit and training of local staff. The Barn.'s financing would cover 10OZ of the cost of technical assistance and most training equipment, 65Z of costs for items procured locally, 50Z of civil works, and 10OZ of foreign costs for travel and similar expenses for project administration. Project Risks: The proposed project is not expected to face any unusual risks. Project implementation arrangements were established under the previous Bank loan in the sector. They are functioning well and will be used for the proposed project with selective strengthening to assure a uniform rate of implementation. -4- Estimated Proiect Costa Proiect Component Local Foreign Total --- US$ million- Institutional Development and Policy Implementation 1.01 0.26 1.27 Skills Training 1.40 3.89 5.29 Tourism Training 2.02 5.22 7.24 Project Management 0.65 0.19 0.84 Total Base Cost (Sept. 1988) 5.08 9.56 14.64 Ph)iical Contingencies 0.32 1.04 1.36 Price Contingencies 0.50 0.90 1.40 TOTAL PROJECT COST 5.90 11.50 17.40 a/ Includes taxes and duties estimated at US$2.0 million. Financing Plan Local Foreign t'otal --------US$ million----- Government 5.90 1.50 7.40 IBRD 0.00 10.00 10.00 Total 5.90 11.50 17.40 Z of Total 34Z 66? 1002 Estimated IBRD Disbursements Bank Fiscal Year 89 90 91 92 93 94 95 --------------------US$ million----------------------- Annual 0.8 2.0 2.4 2.0 1.7 0.7 0.4 Cumulative 0.8 2.8 5.2 7.2 8.9 9.6 10.0 Rate of Return: Not applicable II. THE SECTOR: HUMAN RESOURCES ISSUES AND STRATEGY A. Development Context 2.1 The Commonwealth of the Bahamas became independent in 1973. Its climate, geography, and proximity to the USA have contributed to rapid growth of tourism and related service sectors. Tourism is now the country's largest industry and accounts for 352 of GDP and, directly and indirectly, as much as 50Z of employment. Financial services constitute the second most important sector, while agricultural/horticulture/fisheries and light industry represent less than 102 each in terms of contribution to GDP and employment. 2.2 Out of a total population of 250,000, 165,000 now live in Nassau/New Providence Island, 40,000 in Freeport/Grand Bahama Island, and about 45,000 in the "Family Islands", 24 islands spread over an area of 250,000 km2 (Map). The labor market (Annex 2) is characterized by a co- existence of shortages of skills with substantial open unemployment (average rate 12Z; 22Z in the 15-24 age group). The imbalance between approximate annual manpower supply and demand, based on longer term averages, for skilled manpower is illustrated by the following table, Estimated Labor Demand and Supply by Level of Skill Estimated Estimated Annual Annual Demanda/ Supply Family Family Total IFlands Total Islands Unskilled and semiskilled workers 1,620 230 3,300 660 Skilled workers 1,640 420 500 Technicians 460 50 200 Professionals 380 65 200 (of which teachers) (200) (40) (50) Total 4,100 765 4,200 660 al In a total of 32 occupational groups with highest No. of job openings. Effective demand for labor in the Family Islands is concentrated at the skilled worker level and in the fields of construction and commerce/services. The only training available locally is that provided through vocational courses in secondary schools which currently, in the Family Islands, at best produce a semisk'lled worker. The existing skills shortages contribute to generally inefficient operation and poor maintenance of hotels and other facilities, and result in an excessive dependence on skilled expatriates (about 10? of the workforce, concentrated in skilled, technical and professional occupations) and consequently higher costs and lower competitiveness, particularly in the tourism industry. Lower standards of living and a general lack of amenities, including training opportunities, in the Family Islands contribute to migration to Nassau, particularly of out-of-school youth and young adults. 2.3 The Government's stated development priorities are to: (a) improve productivity in The Bahamas' tourism industry in order to gain competitive advantage in the region; (b) develop the Family Islands through increased provision of basic infrastructure, including training opportunities for the population, and tax incentives for new private investment; (c) help create jobs for the growing population, especially in the Family Islands; and (d) increase efficiency within the public sector administrative and publicly funded services. A longer term objective is to diversify the countr5's economy to make it less dependent on tourism. However, due to comparatively high labor costs relative to some other countries in the region, low-tecnnology manufacturing, assembly and other industries are less likely to settle in The Bahamas than in competing locations in the Caribbean. The main opportunitias for diversification based on local resources are instead in agriculture and fisheries, and rniated food processing which could be developed both for export and for import substitution (85Z of all food consumed is imported). B. Education and Training System 2.4 In order to provide an educated and trained workforce to sustain economic development, the Government of The Bahamas has launched a major effort over the past two decades to develop the country's education and training system. While this effort has been generally successful in primary education (net enrollment over 95Z) and general secondary education (75Z)--and at the primary and secondary level, p-ivate schools account for about 20X of total enrollment--it has fallen far short of meeting the economy's needs for skills training at the skilled worker, technician, and professional levels (para. 2.2). Accordingly, _- major priority is to increase provision of relevant training opportunities under appropriate arrangements for management and finance. 2.5 Preservice skills training is provided in The Bahamas mainly by institutions controlled by the Ministry of Education (MOE), including secondary vocational programs. MOE also oversees the post-secondary College of The Bahamas (COB), which provides post-secondary preservice and inservice training in a range of paraprofessional and professional areas, including technician and teacher training. Pxofessional-level education and training in The Bahamas is provided by the University of the West Indies (UWI), with its main campuses in Jamaica, Barbados, and Trinidad. The National Training Council (NTC)1 , with Industrial Training Centers (ITCs) in Nassau and Freeport, offers a broad range of skills training courses, mainly in technical and business trades at the skilled worker level. Such courses are intended for both adults and out-of-school youth. Until the present, however, NTC has concentrated on preservice courses for 1/ NTC was created under the first Bank-assisted project. It is chaired by the Permanent Secretary of Education and includes representatives of the .linistry of Employment and Immigration (MOEI), technical ministries. private employers, and labor unions. NTC's secretariat is located at tne ITC in Nassau and is currently limited to two professionals. youth. Specifically for the hotel and tourism industry, three different training programs exist: The University of the West Indies Centre for Hotel and Tourism Management (UWI-CHTM), a department of UWI's Jamaica (Mona) Campus; the Bahamas Hiotel Training College (BHTC) operated by the Bahamos Hotel Training Council2 , which functions in parallel with the NTC; and the 'BahamaHost' public relations training program of short courses operated by the Ministry of Tourism. In addition, four secondary schools (two in New Providence and two in Grand Bahama) have small hotel training programs. There are also a few private training institutions offering training mainly in business skills. Some of these schools provide training on a contractual basis to individual tourism enterprises. Several major h- ;els have in-house training programs. The organization and structure of the education a.,d training system as well as the enrollments of the different institutions are described in Annex 3. C. Education and Training Finance 2.6 Government Financing. Public expenditure on education and trainihg in The Bahamas, at about 72 of GDP, is among the highest in the Latin America and Caribbean region. The Government's total operating budget for education and training in 1987 amounted to US$96.0 million (192 of total Government recurrent expenditure and 6.5Z of GDP). Capital expenditure in 1987 amounted to US$8.0 million (102 of total capital expenditure and 0.5Z of GDP). The large proportion of school age children in the population, and the relatively high average teacher salaries (including allowances for expatriates) explain the high costs. Out of thr' US$95.0 million in operating funds, 44Z was spent on primary education, 382 on secondary, and BZ on COB. (Including salary subsidies paid to private schools, the Government finances about 902 of totA costs for primary and secondary education, the remaining 102 being covered ma.inly through school fees). Another 22 of recurrent budget was spent on NTC/ITC, 0.52 on BHTC, and 0.2Z on UWI-CHTM. Included in the NTC allocation is US$0.8 million (0.8X) for stipends to trainees (adults and out-of-school youth) taking preservice training courses at NTC centers. This stipend, which amounts to US$42 per student per week and is currently paid to about 500 students in one-year courses, is provided as a specific incentive to support trainees in skills courses (Annex 4). 2.7 The large budgetary allocation3 to general education seem generally appropriate for a country of the characteristics of The Bahamas, considering the importance of a literate labor force for the service sectors. By comparison, expenditure on training will have to be raised over time in order to expand training in selected areas and improve quality. In the short and medium term, however, substantial improvement could be achieved without or with only marginal budgetary increases (paras. 3.16-3.18) by using available resources more efficiently and by increasing resources available for training through expanded and more consistent application of cost sharing and cost recovery measures. 2/ The Bahamas Hotel Training Council wis established in 1979. It is chaired by the Permanent Secretary of the Ministry of Education and includes representatives of major hotel operators and labor unions. BHTC's management functions as the Council's secretariat. - 8 - 2.8 Financing by Beneficiaries of Training. Beneficiaries (students/trainees and their employers) already participate in a major way in financing of publicly operated training. COB's operations are financed through fees (25Z) and the Guvernmeat (75Z). Private enterprises have donated substantial amounts of equipment to COB (about 15Z of total eqiuipment cost). NTC/ITC's preservice training operations are fully financed by the Government, including stipends to trainees (para. 2.6). On the other hand, the building which houses the ITC at Freeport (as well as COB's and BHTC's Freeport divisions) was donated and refurbished for training purposes virtually entirely by the privately owned Grand Bahama Port Authority (GBPA) out of its own resources. The current value of land and buildings is set at US$2.5 million. In addition, industry and private foundations have donated US$210,000 worth of equipment for this facility. BHTO's operations are financed through direct financial contributions from the Government (50Z) and the Tourism Promotion Boards (30Z), and from tuition fees and other cost recovery measures such as inservice training contracts with individual hotels (20Z). The short BahamaHost courses are organized by the Government through the Ministry of Tourism and are financed through fees. The UWI-CHTM program is financed under cost sharing arrangements among regional governments. 2.9 In addition, private firms, particularly in the hospitality sector. spend substantial amounts on recurrent expenditure for their in- house training programs. Based on average training budgets of representative hotels and restaurants, the annual expenditure on these programs countrywide is roughly estimated at between US$2.5 and 3.5 million. Other major entities (banks, GBPA, and government technical agencies) are estimated to spend each year between US$S.2 and 1.8 million on their own training programs. It can thereiore be safely assumed that enlterprises currently finance between US$4.0 and 5.0 million's worth of training annually, in addition to their contributions to public training. Employers' incentives to train their workers are obviously strong, in a competitive and fast growing industry, and hotels are expanding their own in-house training programs. D. Sectoral Development Issues 2.10 The main issues in training development are: (a) limited training capacity and opportunities; (b) weak and uncoordinated training institutions; (c) inadequate labor market information for planning of training; (d) weak links with employers; (e) lack of systematic cost reduction, cost sharing, and cost recovery policies; and (f) inadequate training programs and facilities. Each of these issues is analyzed in some detail in the following paragraphs. 2.11 Inadequate Training Capacity and Opportunities. Skills training in The Bahamas has advanced significantly in the 1980s with Bank assistance through the Technical and Vocational Training Project (Loan 1962-BM of US$7.0 million signed May 8, 1981). Under that project, which has been the country's first major effort to build up a training system for Bahamian manpower, training for industrial, business and health technicians has been upgraded and expanded (60Z of project cost), a management organization a..d training facilities have been established for training of skilled workers for New Providence and Grand Bahama Islands (32Z), and more limited - 9 - resources have been devoted to upgrading tourism training in Grand Bahama (8Z). However, even in those specific fields where training has been established, such as for mechanics, masons, bookkeepers, cooks, hotel managers, etc., the current output responds to only 10 to 302 of annual requirements (estimates based on both annual retirements and expected growth). Skilled maintenance workers for hotel and tourism facilities are in especially short supply, and in the Family Islands are virtually non- existent. An apprenticeship system has been established by the Ministry of Employment and Immigration (MOEI) but until now is functioning only in the carpentry and masonry trades in New Providence Island, with a total of about 40 participants supervised by MOEI's Apprenticeship Unit, whose professional staff is limited to one full-time officer. As yet, there is virtually no inservice or upgrading training available, except within large enterprises, for the majority of already employed workers (for instance, about 2,000 auto mechanics), who need to improve their skills to achieve acceptable productivity in their existing jobs. Part of these shortcomings could be overcome through more efficient use of existing facilities; in many cases, additional investments are necessary. 2.12 Weak and Uncoordinated Training Institutions. The Government's overall strategy for human resources development is essentially sound but most institutions involved in training, particularly the NTC, are of recent creation and need further strengthening and support. At the same time, the growing size and diversity of those same institutions increase the need for improved inter-institutional coordination and articulation, for instance, among institutions and training programs for the tourism sector (para. 2.17). Post-secondary and higher education in general is fragmented, and particularly COB suffers from a lack of an overall development plan based on national priorities. Government has not yet established clear long term plans and priorities for post-secondary education. 2.13 Inadequacy of Labor Market Information for Planning of Training. The labor market information system currently operated by the Ministry of Employment and Immigration (HOEI) provides poon coverage of employment trends, and an inadequate basis for analyses of' labor force characteristics such as earnings, turnover rates, patterns of mobility, profiles of the unemployed, and detection of areas of skill shortages. Estimations of labor supply have improved markedly with assistance under the first training project, but with respect to demand estimates and related characteristics of the labor market, the system has not yet improved. Although raw data are available from a variety of sources, due to lack of trained staff and weak inter-agency coordination, in many cases they are not collected regularly and processed, analyzed and disseminated to concerned government agencies, such as MOE, and to the general public. Therefore this information cannot presently be used as a basis for planning either by individuals or by training institutions.3 3/ For manpower supply, a system has been developed in MOE under the ongoing project, and a recent Labor Force Survey by the Department of Statistics has provided some updated demand information; but analysis and dissemi-tion of information are inadequate, particularly on the demand side. - 10 - 2.14 Weak Links with Employers. A main weakness in the training system, leading to possible inefficient response to labor market needs, is the lack of effective institutional mechanisms, such as advisory committees commonly used in industrialized countries, for participation by employers in the development, delivery and evaluation of training programs both at the national and local levels, particularly as regards NTC-managed programs. Advisory committees to assist in determining objectives and content of courses are functioning in Nassau for a few industrial branches, notably refrigeration/air conditioning and welding, but are lacking for most subject-matter areas, particularly those concerning smaller enterprises and construction activities. In the Family Islands, there are no established mechanisms to advise on specific local training needs. An apprenticeship system exists but is still very limited in scope (para 2.11). 2.15 Lack of Cost Reduction, Cost Sharing and Cost Recovery Policies. Clearing the backlog of training needs would require new investments in training facilities at the same time as there is strong pressure to increase the Government's recurrent expenditures for education and training. Even if financing were available for the capital cost of key investments, the Government would still need to find the means to expand training operations while contaiaing the growth in its recurrent expenditures. Issues in this area include the need to adopt measures to reduce unit costs through programs which focus better on priority skills, take advantage of economies of scale and utilize existing facilities more efficiently, particularly at COB, whose unit costs in some courses are high due to uneconomically small enrollments; adjustment of the current policy of providing stipends to all NTC trainees, by targeting stipends only to trainees from low income households, or with family dependents; and establishing arrangements for increased cost sharing by employers and trainees, including increased financial contributions by employers to hospitality and industrial training through direct subsidies and inservice training contracts. 2.16 Inadequate Training Programs and Facilities. Inadequate training facilities and lack of appropriate teaching equipment are a major problem, especially for t'urism-related training and training in the Family Islands. Moreover, inservice training programs are virtually non-existent and some existing preservice programs hold little relevance to participants. Secondary vocational courses in the Family Islands, for example, are overly narrow for most youth and out-of-school adults, providing training in narrowly defined skills often in low demand such as technical drawing, woodworking and home economics. Another issue is the current inflexibility of NTC preservice training programs for skilled workers which have been standardized at one year's duration, instead of using shorter modular courses more easily adapted to needs and opportunities. Also, in the Family Islands, some managers and instructors are not trained to operate more flexible and cost-effective programs and short courses which could offer practical training in collaboration with enterprises. There is currently no efficient system for regular maintenance of building and training equipment, nor for supply of necessary training materials; this causes low training efficiency particularly in the Family Islands. Moreover, in these locations, there are no organized apprenticeship programs, and little or no use is made of existing skilled personnel as part-time instructors. - 11 - 2.17 Specific Issues in Training for the Tourism Sector. The tourism sector suffers from a shortage of technical skills and inadequate training programs for maintenance of facilities (for instance, air conditioning systems and elevators that are out of service are among the most frequent complaints received from hotel guests). As to specific hospitality-related training, physical facilities and equipment are inadequate at both BHTC and UWI-CHTM, and coordination of planning and articulation among training programs at the institutions are virtually non-existent. In spite of generally appropriate curricula and adequate staff resources for training in this sector, the outputs of the institutions are insufficient in quantity (only 3OZ of new cooks needed can be trained) and deficient in quality (only about 50Z o,. prescribed practical course work can actually be performed by students). Given the present lack of facilities, much-needed inservice (but off-the-job) training for employed tourism personnel does not take place; recurrent costs are higher than they could be if the institutions cooperated more; already small capital budgets are inefficiently used; and due to the lack of articulation among programs, graduates of BHTC and COB are effectively unable to pursue higher management studies at UWI-CHTM. This situation perpetuates the inefficiency of training for the hospitality sector and an over-reliance on expatriate managers at middle and upper levels in The Bahamas. E. Strategy for Improvement of Training System Government's Trainin8 Development Plans 2.18 The Government's evolving education and training strategy, as updated in 1986, emphasizes improvements in the quality and efficiency of vocational and technical training, as well as increased outputs in accordance with regularly updated information from an improved labor market information system and taking into account government and private development plans for major sectors of employment and location of activity. The strategy foresees expansion of relevant training opportunities in the Family Islands. Specifically for the hotel and tourism industry, the strategy aims at a feasible degree of integration and articulation of tourist training programs and related support courses of the BHTC, the UWI- CHTM and the COB training institutions, thus attaining increased efficiency in the utilization of facilities, reducing investment costs and, to a lesser extent, recurrent costs of training. In fields not specific to tourism, the strategy also expects COB to expand its offerings to new areas of post-secondary training and to develop degree-level higher education programs. Both COB and NTC will be expected to strengthen on-the-job and off-the-job inservice training programs for upgrading the performance levels of employed personnel. In addition, the strategy recognizes the need for more effective cost recovery in the delivery of training, in particular inservice training, and increased financial participation of the private sector in meeting recurrent costs. Once this strategy is fully implemented, the Government expects that the supply of skilled and technical workers will more closely approximate effective demand in the economy, and that qualified Bahamians will increasingly replace many expatriates at the middle and higher technical and management levels, thus helping to keep tourism costs competitive. - 12 - Bank Assistance Strategy and Experience of Past Lending 2.19 The Bank's overall objectives and strategy for The Bahamas are stated in a memorandum from the Bank's President dated February 9, 1984 and entitled 'The B6hemas: Graduation from the Bank'. The memorandum recommended to the Executive Directors that The Bahamas be graduated after a phase out period ending in FY89. The phase-out lending program envisaged two projects; those projects have subsequently been identified as the Second Water and Sewerage Project (Ln. 2756-BM of US$10.0 million, approved on October 14, 1986) and the proposed Second Technical and Vocational Training Project described in this report. 2.20 Bank policy for training calls for adjustment in management and financing policies in order to increase the productivity of training expenditures and the sustainability of public training institutions, and at the same time preservation of equity through improved opportunity for individuals to enhance their technical knowledge and skills. With assistance from the Bank under the first Technical and Vocational Education Project financed from Loan 1962-BM (para. 2.11), the Government has successfully laid the foundations for developing an efficient training system responsive to the needs of the Bahamian economy. The first project has been essentially well implemented, although it has suffered an implementation delay of two years due to delays in availability of a site (for a Nurses Training School) and because anticipated cofinancing of a hotel training facility did not materialize. Also, due to this lack of cofinancing, an amount of US$450,000 intended mainly for equipment for tourism training was cancelled from the Loan. The proposed second project again makes provision for a hotel training facility as part of a larger and more comprehensive package, independent of cofinancing, for tourism sector training. The proposed second loan would effectively support the further articulation and implementation of the Government's training strategy in ways consistent with general Bank policy. By focussing on basic policy issues as reflected in the need for an improved labor market information system, new arrangements to strengthen institutional coordination and private sector participation, better planning of post-secondary education, and increased cost recovery, the proposed project would help create a framework for management and finance of training that makes more efficient use of available training resources, both public and private. Bank experience with the first project has demonstrated the Government's commitment to sound trairing development objectives and its ability to implement a major training project. III. THE PROJECT A. Origin of the Project 3.1 In 1986 the Government requested the Bank to consider a possible second technical and vocational training project, with special emphasis on the tourism sector. A Bank reconnaissance mission was fielded in November 1986 to initiate discussions and assist in identifying the cotaponents of a possible project. A mission in September 1987 assisted the fiovernment in project preparation and in actions to select a consulting institution to carry out a broad-based, PPF-financed study of institutional training for - 13 - the tourism sector. A Project Preparation Facility was approved on November 20, 1987, and appraisal took place during April 1988. The project was negotiated on September 22 through 23, 1988. The Bahamian delegation was headed by Mr. Gurth Archer, Permanent Secretary, Ministry of Education. B. Project Objectives 3.2 The proposed project tould help implement major elements of the second phase of the Government's long term plan to expand and upgrade its training system. The project will pursue two key objectives: institutional development and improved policy implementation in training management and finance; and expansion and upgrading of training capacity in combination with measures to use existing training capacity more effectively. The relation of these objectives to the sector issues is illustrated by the "Project Matrix" shown on the following page. 3.3 Objective No. 1: Institutional Development and Strengthening of Management and Financing of Training. The central objective is to ensure the administrative and financial sustainability of the training system through better planning and more efficient allocation of staff and technical and financial resources, strengthening of institutions, better coordination of training efforts, stronger linkages between the training system and employers at the national, local, and enterprise level, and establishment of a larger and more stable base of financial resources available for training through cost sharing and cost recovery measures and actions to increase private sector participation in financing of training. 3.4 Obiective No. 2: Technical and Operational Improvements. The project would also aim to make the training system more responsive to labor market requirements and improve the quality and cost-efficiency of training by: modifying existing training programs and developing and implementing new short, modular programs for flexible delivery in response to market needs, including mobile training programs for small-volume training in the Family Islands; strengthening management and maintenance systems; and increasing the supply and upgrading the performance capability of training administrators and instructors. C. Rationale for Bank Involvement 3.5 The proposed project would help implement the second phase of the Government's long term plan to expand and upgrade its training system, and would supply trained canpower for the major sectors of the economy through the year 2000. While tha Government's overall sector development strategy is sound, developmental institutions are still relatively young and can benefit substantially from the training policy support and technical guidance that would accompany a Bank project. No other lenders or donors have expressed an interest in a project of this kind. The European Community will probably finance a regional tourism training project which would not substitute for but complement the proposed Bank project by providing temporary additional staffing for BHTC and UWI-CHTM and a dormitory for Caribbean and Family Island students at the proposed Hotel Training Institute. The proposed project would contribute significanJly to the development of key sector institutions and the implementation of improved policies for management and finance of training. fllLB*JS =5jDW TR FRO Project Mttri t Correopcndi ng Sr*citic lIJe!h ProiSbt Obt.[ee a gaI n- Proi2st Cop"Onente Codtioaitnlcovpnants 1. tnadeuate Trrning Capa- I(s) Presea.ce training out- I(s) Iner.o.. presrvice 1(a) Construction, equipment. TA I(u) Skilt- Trixniao I(s) ta training program to be city and Opportunities put below earket needs trainino Output guided for pretervice training Cowepnent (Preeerwice sont to eank by Juno 30. 1990, by market pogaea- deveopeint Training Subcompon nt) and i tleasnte4 academic yoes S99t/91 (b) Aprenticeship syet.. (b) Fipand apprenhticship (b) (i) Expand, eteff A hNov (b) IDbPI Ceoponent (b) Dated cowenant to expand undeveloped *ystem guided by market l'REI Apprenticeship Unit (Apprenticeship System system to a trades by (ii. Staff training throuh TA Comonent Subcomponent) Ocsc"Or 31, 19' {iii)Cqipmnt ond vhicles, (c) No Insetvice or upprad- (e) DevOlop inservieo/up- (c) TA for inservice training cc) Skills Training Campo- ;ng training for SWf grading training proram development nent (Innervic* Train- workers i ng Subcomponent) 2. 'eak end Uncoordinated 2(6) at "ek 2(s) Str.ngthn WC through 2(a) Bonk guidance and technical 2(e) Skills Training Conpo- 2(t) Dated covenant on plan for Institutions partnership in project assiatance nent (Project Implemen- mangemnt improvemnt and ispl*eentatiin and tation Component) staff training by Juno 30, 1lW buff training (b) MMC training managemnt |" l 1 S . aa i U b a *a - - . . . r , _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ ,, xTpuaddV ~ ~ ~ ~ ~ ~ -I i ,~~~~~~~~~~~~~~ I -U Annex 2 -37- Appendix 3 Page 1 of 2 I - - - - ' - 1 - - - - - - ° - - °' - - 1~~~~~~~~~~~~… ~ ~~~1 j-------- - 4 - - - ---. - - - --- I - - - - - - - - I L~~J 0~ F - S | | o 1Q 8 g 2 ; -------- - V- p° -----.- - 0 j~ I I '_ __ _ __ __ __ _ lI 02 - -s - . 1"t, X x o o o 8~~~~~~~ - ___------ 1,l1~~~~~~~a a' pq o ! I _' op. __ _ _ ' _ _ ___ Annex 9 -38- Appendix 3 -- .iPage 2 orX 2 I. 1 "3 " I a I . sR- I i _ ________ i | g l, X S1, R. . ^~~~~~~ | "3 X L$| e % ; f- "4 I g a,, s 0l 1~~ I l a li* --------------------------_ -39- AL, tLex 2 Appendix 4 ------------------------ .4 ------------- e - -- - -I 1 ----= ___E_J_E_|_llig_l_X-i-~~~~~~~~~~~~~~~~~~~~~ .4-f TH4E BAHAMVAS PROPOSED SECOND TECHNICAL & VOCATIONAL TRANING PROJECT Arnua InccMe Annex 2 (198SSD) (851 00 - US$i1 00) 40.000 ciarnrnas as a tunction ot uraotion ct icducalran & tuGufninvj (1980 Census & 19iMVocances) l3f1.l0 f l I %hA 01"he ib 2l4tWfW s n 41 9UOL I)Wel MechcanIc 3 itngr 5s a5t0t 4:- Orattiman. Au CondrtKlonin & Ueieolaton Mvechanic 200(00 t (bstat F , ywrylon -~K - - - c n 'a ollt Pa Cook _ (980 Census Adcp istea to Wurttgs.x _ ~ "r - _ s 1iurnrur I Lunbel Fi W S';K:ia Auto Mechnanic. / Stenufyosleas t _ I i| -sm S Ptm Schd TeaCher \S_Atbr Beautician \#- , Maid utwpeson =~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~Yearsa or ucutrkx & homlting , 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 1? 18 ----Y - tL owa Sbeckn_|Hm Swaondom. P Vst i3COI , -lne5t- (ElWeentarY) (JknKrx High School (Senrwot WK)01) COC,P u 2 WakS&kmit 4113, -41- Annex 2 Appendix 6 Page 1 of 2 Estimated Annual Job Openings from Growth and Rotirement: 26 Non-Construiction Occupations with Most Opening* (Based on 1970 and 1980 Census Data) Occupation Title Retirement Growth Annual Total 1986 Total Salesmen, Shop Assistants 89 224 818 8594 Bookkeepers, Cashlors 84 194 278 3383 Farm Workers. etc. 88 le 246 8325 Maids, Rol, tor. Workers 152 54 206 1014 Teachers, NEC 87 116 202 3606 Waiters, Bartenders, etc. 97 97 194 39U4 Stenographers, Typslst 73 S1 154 2921 Cook* 58 87 145 2318 Machine Fitters Mecha. NEC 66 80 140 2419 Charworkers, Cleaners, etc. 48 88 181 1765 Guards, Rol. Workers 29 61 90 1166 Motor Vehicle Drivers 56 30 68 2237 Service Workers, NEC 80 56 85 1216 Construction Workers NEC 80 So 80 1219 Bookkeepers, Cashiers NEC 27 44 71 1111 Prof., Tech. , Wkrs. NEC 17 58 70 688 Working Proprietors - Trade 26 40 65 1027 Pollcemen Detectives 29 37 ec 1163 Clerical Workers NEC 80 -26 es 8461 Managers NEC 62 -14 68 2611 Straw and Sh-ll Workers 88 25 56 924 Fish Hunt, Ro. Workers sO 26 55 1226 Senco, E^g. Tc%nIe! NEC 12 87 49 611 Manager (Trade) 23 22 45 989 Electrical Workers NEC 18 80 4 5607 2,989 Source: Bahamas: lYouth Employment Project: Final Report,w J.V. Burgan, GAS, 19816. -42- Annex 2 Appendix 6 Page 1 of 2 Estimated Annual Job Opening* from Growth and Retirement: Construction Occupationo Only (Based on 1970 and 1980 Census Duta) Occupation Title Ratheirent Crowth Annual Total Construction Workers NEC ae.5 85 115 Bricklayers, Mason, 41.2 115 156 Labor* NEC 76.9 238 814 Carpenters, Joiners *1.6 195 254 Plumbers, Pipetitters ,8.3 48 67 Painters, NEC 4.8 6 11 Shoet Metal Workers 8.4 2 5 Painters, Construction 14.2 45 69 Struct. Metal Workers 1.1 4 5 Cement, Terazzo Workers .1 2 2 Plasters .2 6 6 Earth Moving Mach. Opera. 6.1 a 36 Electrical Wire_en 12.4 68 75 1,165 Source: Bahamas: 'Youth Employment Proe, ct: Final Project,' J. V. Burgan, OAS, 1986. -43- Annex 2 Appendix 7 Page 1 of 3 THE BAHAMAS SECOND VOCATIONAL AND TECHNICAL TRAINING PROJECT THE TOURISM SECTORI I. INTRODUCTION 1. Tourism is the predominant factor in the economy of The Bahamas. Although the development of the tourist trade has been cyclical, the secular trend has shown steady growth in the last 25 years. The most recent downturn was in the early 1980s when demand was inhibited by economic recession in the country's major tourism markets, particularly the United States, which accounts for 861 of all tourist traffic. Recovery got under way in 1983 and developed into a boom in 1984 and later years; in 1987, the number of visitors for the first time exceeded 3 million, or over twelve times the number of inhabitants. 2. Much of the resurgence in traffic has been in cruise visitors which account for only about 5% of total visitor expenditures. While arrivals of stopover visitors, the economically most significant traffic segment (about 92% of visitors' expenditures) have also reached record levels, the volume of the tourist trade, as measured by the number of visitor nights, has been increasing by only about 41 annually during the eighties. This is due to the growing importance of short-stay, three or four-day vacations requires a relativeJy greater expansion in visitor arrivals in order tc achieve the same alume of visitor nights. Furthermore, tourist expenditures have risen modestly in real terms (allowing for inflation), both because average prices have scarcely kept up with inflat.^n and because most of the traffic growth has come from lower- spending socioeconomic groups attracted by bargain package prices. 3. The challenge for the next few years is to balance traffic growth against financial yield in order to optimize profitability. The opportunities of the current period of commercial success are to reinvest in renovation and cautious expansion, and above all in quality improvement, while accumulating adequate reserves to buttress the tourism sector against any future downturn occasioned by economic conditions in the United States. 4. There is also an opportunity to make difficult choices concerning regional policies. While Nassau and Paradise Island (New Providence) are the most developed tourist destinations in the islands - and their very success creates the possibilities for further expansion - the marginal costs of such expansion are gradually increasing because of the pressure on environment and infrastructure, such as water supply, and escalating investment costs. The tourist trade in the Family Islands has been relatively stagnant, with both demand and supply remaining virtually unchanged over a number of years. Both the Government and the private sector need to consider carefully policies and programs to ensure a balanced growth throughout the islands, taking into account the 1 Based on 'The Bahamas: Economic Report," IBRD, 1986, and 'Special Study of the Hotel and Tourism Training in The Bahamas,a University of South Carolina, 1988. Annex 2 Appendix 7 Page 2 of 3 environmental impact patterns of different development strategies for the sector, and choosing strategies that help to preserve rather than destroy the very natural assets on which the tourism is based2 II. THE MINISTRY OF TOURISM 5. The Ministry of Tourism is one of the most effective in the world. While it carries out all the usual functions of a Ministry of Tourism - product development, maintenance of standards, internal awareness campaigns and so forth - its great strength is its marketing capability. In 1987, of a total Ministry budget of $35.9 million, $20.0 million were spent on advertising, public relations and other marketing programs. This represents a marketing cost of only $6.00 for each tourist arrival, a lower cost r&tio than for other major tourist destinations in the Caribbean. In addition, the Ministry maintains a sophisticated computerized statistical program aimed almost entirely at developing market intelligence and tactical guidance. The Ministry operates tourist offices in nine major US cities, three in Canada and three in Europe. The total staff, at home and abroad, numbers 320. 6. Tourist market promotion in The Bahamas is a healthy cooperative effort between the public and private sectors. Tourist promotion boards, one each for Nassau and Paradise Island, Grand Bahama and the Family Islands, promote the private tourism interests of each area. They maintain their own overseas offices and engage in market development focused on their own destination. Their activities are financed by the allocation of half the 61 room tax which is levied on all hotel nights. III. TOURIST RECEIPTS 7. Receipts from visitors, excluding international fare payments, are thought to represent nearly 702 of GNP. Receipts from stopover visitors constitute about 922 of all visitor receipts. These receipts have grown at an average annual rate of 8.8Z since 1980 so that, allowing for inflation, real growth has been relatively modest, averaging about 41 annually during the 1980s. IVY EMPLOYMENT 8. Total employment generated by the tourist sector is estimated at close to 40,000 or about 501 of total employment in the country. More than 16,000 persons work in hotels and about 13,000 work indirectly providing tourists with other goods and services (such as local transport, restaurants, entertainment, sports activities, handicrafts, casinos, etc.). In addition, more than 10,000 persons are employed providing goods and services to the tourist trade. Additional employment is partially 2/ The environmental effects of tourism development are beyond the scope of the proposed training project; nevertheless, environmental concerns will be integrated in relevant training courses, particularly those for managers in the tourism sector. Bank staff have alerted the Government to the importance of environmental issues and informed the Government that even after graduation from Bank lending, The Bahamas can obtain technical assistance from the Bank concerning these issues. -45- Annex 2 Appendix 7 Page 3 of 3 generated in the economy by the demands of those directly and indirectly employed in the tourist trade. Employment growth in the sector is lower than the growth rate of the tourism trade (historically, about 4% annually) because of structural changes, including changing average size of establishments. A special study prepared for the proposed project by specialist consultants has estimated the likely net growth in direct employment in hotels over the next ten years at 2,800 persons, an increase over ten years of only 17.5Z over the current 16,000. Annual turnover in hotel employment is high (&bout 30Z), particularly in major properties and in lower-level occupations (hourly employees). This turnover is due partly to changes of employer, partly to moves in and out of employed status which are very common in The Bahamas. This low-growth, high-turnover situation has implications for training for the sector, in that training for higher- level occupations should be expanded with caution, while the need for short preservice and inservice training of hourly employees is very large in terms of individuals needing such training (thousands of people annually). These factors have been taken into account in designing the project's Tourism Training Component. V. OUTLOOK 9. The outlook for the tourist sector in The Bahamas is generally favorable but depends heavily on economic conditions in the United States, the main factor in determining demand. The second most important demand factor is the growing competition from similar destinations in the Caribbean and Pacific areas. In this competitive situation, the quality of tourism services, as perceived by visitors, is important; in this regard, The Bahamas needs to improve its product as evidenced by a high incidence of complaints by visitors as registered by the Ministry of Tourism, and a much lower than expected proportion of repeat visitors. On the supply side, hotel capacity on Grand Bahama (Freeport) has been augmented by the recent opening of the Lucayan Beach complex and the Xanadu hotel, and in New Providence (Nassau) the large Chrystal Palace Hotel, with 1,200 rooms is due to open in late 1988. The relatively low occupancy rates of some existing hotels would also permit further market development. There is also considerable unutilized capacity in the Family Islands. Thus, longer term growth is not likely to require further rapid expansion of lodging capacity, but will depend on improving capacity utilization, without having to resort to bargain pricing, through improvement of the overall product and increased, selective promotion efforts. Improved and expanded training of personnel throughout the sector and related sectors is seen as a major means to necessary product improvement. -46- Annex 3 Page 1 of 2 THE BAHAMAS PROPOSED SECOND TECHNICAL AND VOCATIONAL TRAINING PROJECT The Education and Training System 1. Structure and Oraanization of Preservice Education and Training. The structure of The Bahamas' preservice education and training system is shown in Appendix 1. The majority of education and training is provided by institutions operated by the Government through or under the coordination of the Mini4try of Education (MOE). The College of The Bahamas (COB), the Bahamas Hotel Training College (BHTC), and the Industrial Training Centers (ITCs) operated by the National Training Council (NTC) have their own governing bodies tied to the Ministry of Education as shown in the organization chart in Appendix 2. Independent schools (mainly operated by religious organizations) are approved and supervised by MOE. In addition to those institutions shown in Appendix 1, there are specialized scbools such as the Bahamas Police College and the Bahamas School of Nursing which are operated by the Government, and a small number of private training institutes devoted to training in commercial subjects, training of beauticians, etc. The Bahamas participates fully in the regional University of the West Indies (UWI), which has its major campuses in Jamaica, Barbados and Trinidad. The Center for Hotel and Tourism Management of the UWI (UWI-CHTM), located in Nassau, trains higher-level manpower for the hospitality industry in the entire region; at present it has very few Bahamian students, largely because of a lack of articulation with the more practical and employment-oriented training available in BHTC. 2. Inservice Training. Upgrading training and retraining for employed persons is also provided by some of the institutions mentioned in Appendix 1, notably COB and BHTC. In addition, the Ministry of Tourism operates the BahamaHost inservice program for the hospitality industry. Substantial in-house inservice training programs are provided by many employers, notably in the hotel industry, but also by some government agencies and the Grand Bahama Port Authority (a private enterprise). 3. Enrollment and Output (Appendix 3). The following two tables summarize data for 1985: -47- Annex 3 Page 2 of 2 TABLE 1: Preservice Enrollments and Outputs (1985) Enrollment No. of Graduates Primary and All Age Schools 37,181 Junior Secondary (grades 7-9) 14,435 - Senior Secondary (grades 10-12) 9,128 2,730 Subtotal Primary & Secondary 60,744 COB Preservice Courses 795 153 BHTC Preservice Courses 30 30 Nurses Training School 103a 30b ITC Preservice Courses 513b 365b Others 200c looc Subtotal Preservice Training 1,641 678 Total Preservice Education and Training 62.385 al987-88 data b1986-87 date I ~~CMission estimate TABLE 2s Inservice Traininz Enrollments and Outputs (1987) Enrollments No. of Graduates COB Inservice Courses 430 200 BHTC Inservice Courses 922a 922 ITCs Inservice Courses 17 17 BahamaHost Program 714 714 Employers' In-House Programs 4,000 4,000 Total 6,083 5,853 a1986 data 4. Financing of Education and Trainin2. Details to illustrate paras. 2.6 through 2.9 in the Staff Appraisal Report are provided in Annex 4. T'IIE IIAIIAMAS SECOND TECHNICAL AND VOCATIONAL TRAINING PROJECT Structure of Education and Training System Pre- Junior Senior School Primary hligh hligih -- Business and Industrial Technicans - 48 4 [ lt12 niversities Abroad Cvemil rnet Schools w 'Iourism Indlustry BIITC Tourism Industry - lealth Industry X tCitskilled, Semi-skilled Workers Semi-skilled and Skilled Workers Inidepenihdent Schools 23 _ _[iTTTj----41T77J-- "A" *-----o Universities Abroad C(:h - Colleg,e of The Hahanias BuITC - lHahainas 11otel Traitklig CoIll ege BSN - Bahamas School of Nursing ITC - Industrial Training Center UWI-CHTM - University of the West Indies Centre for Hotel and Tourism Management > o X ,.x x THE BAHAMAS SECOND VOCATIONAL AND TECHNICAL EDUCATION PROJECT Organization Chart of the Ministry of Education vrWn g Boar Natiotiat Training of the College Council of the Bahamas Bahamas Botel X Training Council / I KF nsUtesmNLMH sBcusTAR I DEPIT1 PERAKMaN SECRETARYI AccOuM? uIdC3I ANNIPB A CO LTUR A:COWSS V1 &Cl*, PEROM SUPERVISOY SERVICB LSTATES iPL^SIi"Q 66 REbEARDH SC vau D& aVE1O bUPPLISS CULYWAL AFFAIRSCSI I UCISYRY t IUA Sowce: Niniatry or Education and Cultwrl THE BAHAMAS PROPOSED SECOND TECHNICAL AND VOCATIONAL TRAINING PROJECT Education and Training Enrollments UIllOIJMT IN1 tWcATOnAL UISTITIUTIOIS t5 THE SAHDS ST 1V3t. 1974 - 1965 :. I. 312.01 1T or lOSsTlutlOS 3914 191_ 19S8 1939 1980 1981 I9Y2 __5) 195 ___ _ GCVIRIGWIT INSTII1TIONS Pilmagy and Al1 Age 2s.18S 2.I143 18.254 29.32) 25.939 26.438 21,943 )3.044 21.$12 21.42 Junlo, Secoadary/Sr. itah 13.190 33.942 12,51t 12.450 12,311 11.9)2 12.286 11.914 12.016 12.099 Seteor Secondary 9.412 1.271 6.899 8.935 _.125 4.433 _.442 6. 490 6.344 6.311 TOTAL 45.450 46.914 46.700 45.510 47,1; * 6.981 4_ ._8 48.512 44.172 48.5$2 INSFJIPEEIXT IPSTITUTIOWS tugeaag and All Age *.374 6.012 6.413 8.341 0.440 8,614 9.213 9.044 9.469 9*339 Junior SecodaryiSt. sigh 3,34S 4.431 4.408 4.355 4.334 4.431 4.*09 4*.45 4.414 * 421 Senior secondary 3.39(0 84 _13 _9_5 j3a 345 -340 253 _ 5 224 TOTAL 13,109 11,111 13.492 13,241 13.31S 13.812 13.965 133.12 14.13 14.192 ALL ItST&aTILMUS Pr.iury .nd All Age 32.162 11.835 37.591 317,492 31,399 31.013 31.716 37.092 31.301 17.161 Junior SecondarylSr. Nigh 38.913 13.371 13.925 14.435 13.452 13,310 84.490 14.431 14.452 I.S728 Senzor Sacondary 13.062 7.939 1.410 _.730 1.109 4.917 4.932 4.113 6.602 6,831 TOTAL 0175.Z *42.31 _2. __ 1.157 ,63.30 60.453 69.83 40.294 80.353 40.144 Special Schols Ilnti:d tx - 5031CC: Wnal of Fd Xcaolon fU O 1 O X *J. IGSSUOT an na1rr 11 NIsIsuw Of UCAIION ANID IUKEP UI ICNOLS IT IWfl oF bCNUL AM St IStAW: 89S taboo I1.il R r*vr STFlo. or L 57AFF SO. OF 3OSL SrAurto i Id" STAn O*- Ol, ?LL SlA~f l0of L S5A8* No Ł.OF KIL STAIF b^_SrtagOLs scirr om. o F s o Tc sr SCIOI IS srU C, -cm ss uen s .w ri*vous*vm 3.4311 10) * U.ltl 01 38 4.08 3*2 * S.l04 )14 i $ 1 IS, 4 131 311 3 I. lst .134 *3 Capp Pae"_ j*9gq 1 2 3 Ise 3 22_* la I S4 11) 1.0*4 494 as Abe-te&Cape 683 40 II of 2* 143 _ I -_ 2.03 91 20 Uj Aars. 334 R4 * 5.03* 34 14 20310 t I O 54 3 200 Is I 3._*3 lit as Olvery l .i. E 12Z * I _ . _ . - - - - - - - - l. i2t a 83.1.1 as. to I tsa 1 I - - us - - - - 0 I1 z Cauled - 32 t so - - 9 la a o i l - _ * Y cmaebediaa.d - 1 - _ 48 3 * _ - - _ . _ _ _ - - - - - 8298I 1I YtI..aSh.rm ).Om 93 8e It | * s I _ 3 8 l * 103 2 _ 8* 144 22 e *48 44 8_ _ _ _ _ _ - 301 ) 1 8 - _ I. ;s *3 brbear lseend IS 10 I - - 31_s Ł6 I la 236 11 I in _. _ _ _ _ _ X to I La" Cal lsa I - - - Is a I I Itsl^ Was R ic 12 gl2 I * Al I oiF 1 _ _ _ _ _l 11I IS esawm %is 4 3 . _ _ - t - -> lim*. 8OŁ0md it 2 a - - - - - - at2 a 1 3 oo t:. .ousb. . _ 9 ' ._ -. 1* 9 S _ ,. ,. -. -1 0 .e M.1 9 e a) 13*** 1 1.4. *6 *..*4 9* ) 8 0.*2 434 22 *fil l 9 29' 44j* l X4 'INSUIP w eS.S.. *I i wig- SO. THE XAUALAS PROPOSED SECOND TECHNICAL AND VOCATIONAL TRAINING PROJECT Finncnng of Educstion and Trainino Recurrent Coat- Coat-Sharing nd Unit Coot. for Pres-rvic. Education and fTrining Cost (USS million) Total Annuol Financed by Unit Cost Recurrent (Annus! Rofurr.nt Cost Students N4o. of Cost per FTE InatitutleniSehool Twy. CM il.ionl Cgft,L FaaiLla7 Enteriseus Stde nts Studnat) Upper Secondary 11.O 9.906 1.1 _ _ 9,128 81,206 (11.223 for vocationql streams) (Subtotal (1L" - ITC One Year Programs 1. 1.88 - - - S13 3.86 (of which 82,036 for training, 11,630 for stipends) t COD Presrvice Programs 7.10 6.46 1.30 - 0.06 796b 89,811 (of which 820e for stiperds) BHTC Prservice Progr wm 0.79 *.40 0.10 0.20 - 212b sa,302 (Ubt6tal] (1-alu Q8?3 cli MM s88 21.38 16.63 2.U6 0.29 9.06 OFoundstions and individual donors bNo. of actual full tim students x THE BAHAMAS SECOND TECNICAL AND VOCATIONAL TRAINING PRnJECT Gov,rnment Expendituro. In Education (in constant 1986 B 'eee) 1981 1962 1983 1984 ~~~- -- -- -- - -- - - -- -- -- -- -- -- -- -- -- - -- - -- -- -- -- -- -- -- -- -- -- - -- - -- -- - - - - - - - - - - - - - - - Current Capital Total Current Capital Totrl Current Capital Total Curront Capital Total Total Covornmnt 368,192 57,663 366,855 812,451 418,67 3a ,569 338,566 23,673 366,140 367,819 26,779 378,598 Expenditures Expenditures in 76,183 6,706 84,s88 77,538 6,286 82,795 80,908 4,356 86,263 84,866 3,228 88,694 Education Education expenditures 25 12 23 26 11 23 24 16 24 24 16 23 as U of total ---------- ----------------------------------------------------------- ul …-------------------------------- -- - ------…------… -…------------------ 1986 1966 a/ 1987 a/ 1986-1993 _… - ----- ----_______----- Annual Current Capital Total Current Capital Total Current Capital Total estiate b/ ----- - ------ - ---- - ---- ------------- - --------- - -- - - ---------- - -…--------------------------------- Total Government 873,766 64,579 428,344 358,656 41,627 399,677 468,333 74,933 543,267 66s,8ee Expenditure, Expenditures In 86,206 4,982 91,188 84,634 8,96 86,594 s8,983 7,493 96,477 97,e66 Education Education expenditureo 23 9 21 24 16 22 19 16 18 18 as S of total …--- - - - - - - - - - - -- -- - - -------… -- ------ --- -- --- --- --- -- --- --- ----… a/ Preliminary figuron b/ Mission estimates may 24, 198 > :LX x -VI- -54- Annex 5 Appendix 1 Page 1 of 8 THE BAHAMAS SECOND TECHNICAL AND VOCATIONAL TRAINING PROJECT Studies, Specialist Assistance, Study Tours, and Internships in Selected Local and External Industries1 Person Beginning Specialist Requirements Months Date Labor Market Information System: A specialist to assist the Labor Market Information Unit in the Miristry of Employment and Immigra- tion in establishing the System and training new local staff. 1.5 4-01-89 Apprenticeship Systems A specialist to assist the Apprentice- ship Unit in the Minlitry of Employ- ment and Immigration in expanding the apprenticeship system into new trades and training local staff. 0.75 4-01-89 S-bject matter Advisory C-YItteez aen Local Training Comnitteess A specialist to assist MOE and NTC in expanding the Subject Matter Advisory Committee system and setting up and evaluating the functioning of pilot local tzainlng comaittees. 0.75 7-01-89 Maintenance and Materials Supply for Community Skills Centeros A specialist to assist MOE and NTC in setting up a new system of manage- ment, including maintenance and materials supply, and train local staff. 1.5 10-01-89 1/ Reference: Annex 5, Appendix 2, 'Terms of Reference for Major Consultants. Annex 5 Appendix 1 Page 2 of 8 Person Beginning Specialist Requirements Months Date Mobile Training and Equipment Concepts A team of training specialists for development of detailed course syllabi, shop job sheets, training aids, and equipment needs for the 'ollowing priority programs: 16 9-01-89 Cabinet and Furniture Repair and Construction Advanced Cabinet and Furniture Making Furniture and Automotive Upholstery Domestic Refrigeration and Air Conditioning Repair Electrical Installations Clothing Tailoring Fruit and Vegetable Processing Advanced Culinary Arts Clusters of Related Skills Training Program: A team of training specialists for development of "clusters of related skills" programs in the following priority clusters: 16 9-01-89 Drawing-Wood Building Construc- tion-Electrical Installations Drawing-Wood Building Construc- tion-Plumbing Installations Drawing-Wood Furniture Making- Cabinet Making Drawing-Welding-Metal Furniture Fabrication Automotive Brakes and Wheel Bear- ings-Engine Tune-Up-Small Engines -56- Annex 5 Appendix 1 Page 3 of 8 Person Beginning Specialist Requirements Months Date Technical Instructor Training Specialist: For the preparation and develop- ment of the training and indus- trial internship program for the certification of industrial skills instructors for the Community Skills Training Center's evening class programs. 10 1/2 2-15-89 Home Economics Teacher Training Specialist: A specialist for the development 3 6-01-89 of a program for upgrading the 1 6-01-90 modular short-course development skills and the technical skills of home economics teachers through a series of three week sinmer courses and technical internships in the food scrVi^es onA l^ti4"." making industries. Preparation of a Master Plan for Medium- and Long-Term Development of the Post-Secondary Educational System in The Bahamas% A team of one local and three 19 mm 10-01-89 ex-patriate specialists to expatriate assist local administrators and 12 mm local staff of post-secondary represen- tatives of relevant ministries and private industry in developing a medium- and long-term plan for the rational development of the post-secondary education system. Hotel and Tourism Management: A specialist in the planning, organization and implementation of a computerized student records, personnel and business accounting system for the new hotel training facility. 3 01-15-92 Annex 5 Appendix 1 Page 4 of 8 Person Beginning Specialist Requirements Months Date Arts and Crafts Speclallstss Five expatriate instructors for two weeks each to conduct special classes in arts and crafts. 2.5 10-01-90 Three local artisans from the Family Islands to conduct classes of two weeks each. 1.5 11-01-90 In-Country Short Courses and Internabips: Inservice Teacher Improvement in The Bahamas: In-country short-course training programs for upgrading instruc- tional skills of selected Family Islands and Grand Bahamas 15) 6-01-90 instructors for: 15) 6-01-91 Evening class skills training ) programs 15) 6-01-92 Day class vocational/technical ) programs 15) 6-01-93 In-country industrial internship ) number of stipends for upgrading technical ) teachers expertise of selected Family ) Islands and Grand Bahamas 10) 6-01-90 instructors for: 15) 6-01-91 Evening class skills training ) programs 10) 6-01-92 Day class vocational/technical ) programs 10) 6-01-93 Fellowship Training/Study Tours Abroadt Fellowship Training Abroad: Trade Industrial Education Coordinator 12 1-01-91 Home Economics Educations Coordinator 24 9-01-91 Home Economics Teachers (2) for 4 6-01-89 two eight-week summer study 2 6-01-90 tours for each 2 6-01-91 Study Tours Abroad: Senior Arts & Crafts Instructor (trip to India to observe production in government crafts centers). 0.75 9-01-90 Arts & Crafts Instructors (5) (for two week visist to Craft Centers in the Carolinas in the U.S.). 2.5 6-01-89 -58- Annex 5 Appendix 1 Page 5 of 8 Summarv of Technical Assistance Base Cost Estimates General Conditions for Consultants Consultancy assignments will be carried out in the locale, in- country or at the consultancy team's home base, in accordance with the terms and conditions set forth in the consultant's Terms of Reference (TOR), and which are deemed to be the most efficient and effective setting to assure the quality of output required. There is overwhelming evidence to show that the major portion of such consultants' work in curriculum and course syllabi development and the preparation of most teaching-learning aids can be done much more effectively and efficiently at the consultant's team's home base. This of course assumes that: (a) the consultants are fully qualified by both training and experience for the work required; (b) the consultant team members's experience in curriculum development is fully up-to-date in regard to modern methods of content organization and presentation; (c) the consultant team has formal agreements and ties with education and training institutions in the areas and levels of training in which they are consulting so as to have full access to both the physical and human resources of the institution; and (d) the consultant team would have, as they definately should, adequate secretarial and computing services of their own. Costing Basis Consultant Fees and Per diem: - Monthly fees of $6,000 per month of 22 working days. - Per diem allowance of $120 per day for those days actually in the councry in accordance with consultant team's terms of reference. No per diem allowed for work done at team's home base or outside The Bahamas. Travel Costs: - Air fares averaging $1,300 round trip only for those trips required and as set forth in the consultant team's terms of reference. - Internal transportation costs averaging $400 per in-country stay in The Bahamas, including air fares to some of the Family Islands as per the TOR and reasonable taxi fares while in country. Other Considerations: - No cost allowance has been made, nor should be made, for more consultant months in the field (The Bahamias) than those numbers stated in the TOR. Annex 5 Appendix 1 Page 6 of 8 General Conditions for Study Tours and Fellowship Training Abroad Short Study Tours/Internships (up to 8 weeks): - Air fares averaging $900 round trip. - Subsistence and fees $3,000 per month. Fellowships Abroad: - Air fares averaging $1,000 round trip. - Subsistence and training costs averaging $1,500/month. Summer Short-Course Teacher Training and Industrial Internships in The Bahamas Teacher Training Stipends - Per diem supplements of $80 per day for two three-week short courses for 40 instructors over a four year period. - Air fares averaging $60 round trip for two trips for the 40 instructors. Industrial Internships: - Per diem supplements of $80 per day for each of 30 instructors for 20 days each. - Air fares averaging $60 each for the 15 instructors who are expected to need an internship on some island other than their home island. Preparation of a Master Plan for Post- Secondary Education System Development: (a) In-country Work. Three people for total of 6.5 months @$10,000 $ 65,000 (b) Airfare - 11 @ $1,300 each 14,300 Sub-Total Costs $ 79,300 Labor Market Information Specialist: (a) In-country Work. One person for 1.5 months @ $10,000 $ 15,003 (b) Airfare - I @ $1,300 1,300 Sub-Total Costs $ 16,300 -60- Annex 5 Appendix 1 Page 7 of 8 Apprenticeship Training Specialist: (a) In-country Work. One person for 0.75 months @ $10,000 $ 7,500 (b) Airfares - 1 6 $1,300 each 1.300 Sub-Total Costs $ 8,800 Advisory Co mittee Specialist: (a) In-country Work. One person for 0.75 month @ $10,000 $ 7,500 (b) Airfare - 1 6 $1,300 1,300 Sub-Total Costs $ 8,800 Maintenance and Materials Supply Specialist: (a) In-country Work One person for 1.5 months 6 $10,000 $ 15,000 (b) Airfare - 1 6 $1,300 1,300 Sub-Total Costs $ 16,300 Hotel and Tourism Computer Specialist: (a) In-country Work One person for 3 months @ S10.000 $ 30,000 (b) Airfare - 1 6 $1,300 $ 1.300 Sub-Total Costs $ 31,300 Arts and Crafts Specialists: (a) In-country Work Five people for a total of 2.5 months @ $10,000 $ 25,000 (b) Airfare - 5 6 $1,300 6,500 Sub-Total Costs $ 31,500 Arts and Crafts Local Artisans: (a) Three local persons for a total of 1.5 months @ $10,000 $ 6,000 (b) Travel from Family Islands 6 $100 for 3 persons 300 Sub-Total Costs $ 6,300 Total Costs of Consultants S198,600 Fellowships Training/Study Tours Abroad: Trade and Industrial Coordinator: (a) Subsistence and Training costs for 12 months 6 1,500 $ 18,000 (b) Airfares - 2 6 $1,000 2,000 Sub-Total Costs $ 20,000 -61- Annex 5 Appendix 1 Page 8 of 8 Home Economics Education: (a) Coordinator for 24 months @ $1,500 per diem & trng. costs $ 36,000 (b) Airfares - 3 @ $1,000 3.000 S 39,000 Home Economics Teachers: (a) Two for two eight-week summer course e $1,500/mo. $ 6,000 (b) Airfares - 4 6 $1,000 $ 4,000 Sub-Total Costs $ 10,000 Total Costs of Training Abroad $ 69,000 In-Country Short Courses and Internshivs: In-country short course pedagogical train - 10 teachers per year over four years. 40 people for 20 days each @ $130/day per diem. $104,000 Pltis airfares for 40 people 6 $60 av. 2,400 Sub-Total Costs $106,400 In-country industrial internships - 30 instructors for 20 days 6 $89.day per diem $ 48,000 Airfares for 15 people @ $60 av. 900 Sub-Total Costs $ 48,900 Total Costs of In-Country Training & Internships $154,300 Total Costs of Training In-Country and Abroad $378,600 -62- Annex 5 Appendix 2 Page 1 of 12 THE BAHAMAS SECOND TECHNICAL AND VOCATIONAL TRAINING PROJECT Terms of Reference for Ma-or Consultants A. THE MOBILE TRAINING AND EQUIPMENT SPECIALISTSI Introduction 1. The consultant team (para. 2) would develop the detailed short- course training course syllabi, daily lesson plans and shop job sheets for the eight priority modular training programs named in para. 6 of the above reference. They would also develop and/or specifyt (a) the basic reference materials and audio-visual aids; (b) the basic and specialized equipment lists and specifications for the portable equipment required for each of the training programs named; and (c) the basic design criteria and broad specifications for the custom made packing cases in which the individual portable equipment items, or groups of items, would be packed for t.asy handling and safe shipping by inter-island cargo boats and light trucks. No crate should be larger than that which can be moved by one man using a large commercial size "mover's dolly." Consultant Team Composition and Qualifications 2. Team Composition. The team would be composed of a highly qualified and experienced team of vocationalltechnical training consultants with formal ties with training institutions having many years of experience in the development of curricula and course syllabi, and in the training of skilled and semi-skilled workers for entry level jobs in the industry. The principal consultant would be a fully qualified and highly experienced vocational technical instructor who has had a minimum of 15 years of teaching experience in the vocational training programs. This experience would include extensive experience in the development of modular short- course syllabi in one or more of the industrial skills areas and the actual training of semi-skilled and skilled workers. The principal consultant should have at least a master's degrese in technical/vocational education. 3. The other training specialists of the team must also be fully qualified and highly experienced vocational/technical instructors in the:r respective areas of skills expertise. They should have a minimum of 10 years of experience in modular short-course curriculum and course syllabi development and an equal amount of teaching experience in vocational programs. Experience in the two areas may be concurrent. They should have a minimum of a master's degree in technical/vocational education. 1/ Reference: Annex 11, B, Appendix 4, "The Mobile Training and Equipment Concept for the Family Islands." -63- Annex 5 Appendix 2 Page 2 of 12 Program Development and Implementation 4. The principal consultant would first visit The Bahamas, including short visits of 2-4 days to each of about four of the major Family Islands, and about one week in Grand Bahama, for a period totalling about two months tot (a) observe the levels of technology being used in each of the skills areas listed in para. 6 of the aforementioned reference and discuss needed improvements with industrial personnel; (b) inventory the major items of equipment available in representative secondary school vocational training shops Cu ')e used as community skills centers, so as to determine what supplementary equipment will need to be provided through the "mobile training and equipment concept"; (c) discuss the probable logistical arrangements with the Director of Training of the National Training Council in Nassau; (d) talk with existing instructors at ~he National Training Center in Nassau, and one of the community skills centers in Grand Bahama Island, concerning the strengths and weaknesses of the current skills training programs for adults; and (e) collect other relevant information necessary for the development of detailed training programs and preparation of required equipment lists and specifications. Secondly, the consultant would return to his home base and, with the assistance of his subject- matter specialists and the cooperation of the vocational-technical training institution with which he nas consortial arrangements, spend about 12 person-months in detailed preparation of the training program and the mobile equipment needs. This preparatior. would include: (a) detailed course syllabi for each of the eight training programs listed in para. 6 of the aforementioned reference and in para. 5 below; (b) a "master set" of each of the course syllabi and the related visual aids, from which copies can be made, and 20 full sets of the course syllabi and shop job sheets for use by the first two groups of trainees in each of the eight programs; (c) suggested evaluation procedures for determining levels of competencies reached at the end of each module of training; and (d) required equipment lists and technical specifications for the m-bile packages. 5. Upon completion of the above activicies, and at a date agreed with the Government, the principal consultant or an equally qualified technical/vocational educator merber of his team, would return to The Bahamas for a period of about two months to assist the National Training Council in implementing the first phase of the training program. Priority Training Programs 6. Training programs identified as high priority for presentation on the more populated Family Islands of Abaco, Andros, Eleuthera, Exuma and Long Island are: (a) Cabinet and Furniture Repair and Constructioni (b) Advanced Cabinet and Furniture Making (c) Furniture and Automotive Upholstery (d) Automotive Engine Tune-Up (Basic and Advanced) (e) Domestic Refrigeration and Air Conditioning Repair (f) Electrical Installations (g) Clothing Tailoring (h) Fruit and Vegetable Processing -64- Annex 5 Appendix 2 Page 3 of 12 7. Additional training programs may be identified by the National Training Council, but the preparation of them would be handled through contract amendment and an agreed additional sum of money. -65- Annex 5 Appendix 2 Page 4 of 12 B. SPECIALISTS FOR DEVELOPMENT OF CLUSTERS OF RELATED SKILLS TRAINING PROGRAM Introduction 1. The consultant team (par&. 2) would develop the detailed training course syllabi, lesson plans and job sheets for the five priority clusters of related skills discussed in para. 4 of the above reference and in para. 6 below. They would also develop and/or specify the basic reference materials and audio-visual aids. Consultant Team Composition and Qualifications 2. Team Composition. The team would be composed of a highly qualified and experienced team of vocational/technical training consultants. The team must have formal ties, and present evidence to this effect, with training institutions having many years of experience in the development of curricula and course syllabi and in the training, at the secondary level, of skilled and semi-skilled workers for entry level jobs in industry. The principal consultant would be a fully qualified and higV..y experienced vocational/technical educator. He should have a minimum of a Master of Science Degree in vocational or technical education (not in professional level engineering); a minimum of 15 years of actual teaching experience in vocational/technical education in one or more of the skills areas set forth in para. 6 below; and at least five years experience in technical school administration as a technical department head and/or as a director of instruction of an individual school; and such experience should include extensive and recent experience in the development of modern vocational/technical curricula and training evaluation. The other training specialists of the team must also be highly qualified and highly experienced vocational/technical instructors in their respective areas of skills expertise. They should have a minimum of: a Master of Science Degree in vocational or technical educatJon (not in professional level engineering); 15 years of experience as a vocational/technical instructor in secondary or post-secondary schools; and considerable experience in the preparation of modular course syllabi for secondary level vocational/technical training programs in one or more of the clusters of related skills (as set forth in para. 6 below). Program Development and Implementation 3. The principal consultant would be a highly competent, fully qualified and experienced training specialist in either: the building trades clusters (a, b or c of para. 6); the welding-metal furniture fabrication cluster; or the automotive-small engines cluster. The principal consultant, accompanied by a specialist from each of the other two skills cluster groups above, would first visit The Bahamas for a period of about eight weeks. During this visit, including about three days in each of four of the major Family Islands, they would: (a) discuss thoroughly with the MOE coordinator of trade and industrial education, and selected upper secondary trade and industrial education (T&I) teachers, the 2/ Reference: Annex 11, B, Appendix 3, "Broad Based Training in Clusters of Related Skills." -66- Annex 5 Appendix 2 Page 5 of 12 "clusters of related skills" concept; (b) visit relevant service and production enterprises, in the Nassau area, to observe levels of technology being used by them in the respective skills areas of the priority "clusters of related skills" for which training programs are to be developed; (c) visit the four Family Islands, with their MOE counterpart and with T&I teachers provided by the respective islands, to discuss the school facilities and equipment to be provided under the project and the general content of the respective "clusters of related skills" training programs; and to visit with representative enterprises to observe the levels of technology being used in the respective skills areas and to discuss needed improvements with enterprise personnel; (d) upon return to the MOE headqua-ters in Nassau, the consultant would: review the pertinent findings of the Family Islands; visit with relevant MOE personnel; needed strengthening of technical competencies of teachers for the "clusters of related skills" programs and ways of improving such competencies through short intensive "technical internships" in relevant Bahamian enterprises; and (e) collect other relevant information necessary for the development of detailed training programs. 4. Secondly, the consultants would return to their home base and, with the assistance of other subject-matter specialists and the cooperating vocational/technical training institute(s), spend a total of about 7 person months in detailed preparation of the five "clusters of related skills" programs set forth in para. 7 below. This preparation would include: (a) detailed course syllabi for each of the skilla areas within each of the five "clusters of related skills"; (b) a "master set" of each of the course syllabi, shop job sheets and related visual aids, from which can be made in quantities; and 24 full sets of the course syllabi and shop job sheets for use in the first "pilot course" presentation of each of the cluster programs in a selected school; and (c) recommended evaluation procedures for determining levels of competencies reached by students at the end of each module of training. 5. Thirdly, upon completion of the above activities and at a date agreed with the Government, the three leading specialists -- the building trades, the welding-metal furniture, and the automotive-small engines specialists -- would return to The Bahamas, for a period of about one month, to assist in conducting the "pilot course" presentation of each of the cluster of programs in an appropriately selected school. Priority Training Programs 6. Training programs identified as high priority for development in the Family Islands as "clusters of related skills" programs are: (a) Drawing-Building Construction-Electrical Installations. Here the training emphasis would be on: the preparation of simple building construction drawings and typical electrical installation drawings for small homes and shops of difficult types of construction; the ability to accurately read such drawings and those of slightly more complex buildings; and basic entry level skills in the construction of small buildings and in the installation of the electrical system of small homes and shops. -67- Annex 5 Appendix 2 Page 6 of 12 (b) Drawing-Building Construction-Plumbing Installations. Here the cluster would include entry level training in plumbing installations for small and medium size homes of all types. The plumbing training would emphasize the use of the new, superior, more economical, and easier to learn installation techniques of high strength plastic pipes. (c) Drawing-Wood Building Construction-Cabinet Making. Here the training would also include: the preparation of working drawings for simple furniture, such as desks, tables, bookcases, etc., and cabinets; and the construction of such items; and, during the last year, the option of constructing the frames for simple upholstered furniture and, for the more talented, the upholstery of such furniture. (d) Drawing-Welding-Metal Furniture Fabrication. Here the training emphasis would be upon: the preparation of working drawings for metal furniture; electric and gas welding of light metal bars and tubes; and fabrication of metal framed furniture and ornamental grill work for windows and gates, and other light welding projects. (e) Automotive Brakes and Wheel Bearings-Engine Tune Up-Small Engine Repair. Here the emphasis would be upon those entry level skills which have the greatest frequency of use in the automotive service industry; those that require a relative low level of investment in training equipment (as contrasted to that required for general motor overhaul); and tho use of relatively low-cost, hand-held tune-up meters (as contrasted to costly electronic oscilloscopes and complex and expensive tune-up machines which only the larger of commercial repair shops can afford). The training would place special emphasis upon the attainment of skills in the reading and correct interpretation of instructions, drawings, specification sheets and bolt torque tables in modern automotive repair manuals. 7. Additional training programs may be identified at a later date, but the preparation of them would not be carried out under the current Bank assisted project. -68- Annex 5 Appendix 2 Page 7 of 12 C. SPECIALIST FOR DEVELOPMENT OF CERTIFIED TECHNICAL INSTRUCTOR TRAINING PROGRAM3 Introduction 1. The consultant would develop the detailed training program for the preparation of certified 'technical instructors" as set forth in Annex 11, B, Appendix 6, including both the pedagogical aspects and industrial internship aspects of the program. Consultant Qualifications 2. The consultant, if not a staff member of a vocational/technical teacher training institution, must have a formal arrangement with such an institution so as to obtain such technical 'backstopping" as may be required in the program development. The consultant must be a fully qualified and highly experienced vocational/technical educator. He should have a minimum of a Master of Science Degree in vocational/technical education (not in professional level engineerivg); a minimum of 15 years of actual teaching experience in vocational/technical education in one or more of the industrial skills areas; and a minimum of five years experience as a vocational/technical teacher trainer. Training Program Development and Implementation 3. Developnent. The consultant would first visit The Bahamas for an initial period of about one and one-half months to: (a) study the technical and pedagogical training needs of both types of instructors mentioned in paragraphs 1 and 2 of Annex 5b, Appendix 6; (b) discuss the logistics of proposed training with the National Training Council administrators and representatives of potential instructor trainees; (c) assess the possibilities of cooperative internship arrangements with selected commercial and industrial firms; and (d) collect other relevant information beating on the proposed "certified instructor" training program. Secondly, the consultant would return to his home base and, with the cooperation of the instructor training institute with which he has consortial arrangements, spend about six man-months in the preparation of the instructor training program. This program wou)? include the development of (a) a detailed course syllabi in the preparation of modular short-course training programs and the appropriate methodologies for its presentation; (b) a "master set" of the course syllabi and related visual aids from which duiplicate copies can be made in large quantities; (c) twenty full sets of the detailed course syllabi for use by the first group of instructor trainees; (d) a detailed outline of a business and industrial internship program for instructor trainers, including suggested categories of on-the- job technical experiences which interns :hould strive to obtain; and (e) a plan for the monitoring, evaluation and "feed-back" of the instructor training program and the "certification" process. 3/ Reference: Annex 11, B, Appendix 6, "Development of a Certified Technical Instructor Corps for Community Skills Training Centers." -69- Annex 5 Appendix 2 Page 8 of 12 4. Implementation. The initial groups of instructors trained over a two-year period of time in a series of modular short-courses. The consultant would spend about six weeks during each of the first and second years of the program in the actual presentation of the training course, the supervision of the industrial internship prograi and in the evaluation of the training program. He would be assisted in these activities by the Director of Training of the NTC and by one of the technical teacher trainers of the College of The Bahamas. -70- Annex 5 Appendix 2 Page 9 of 12 D. HOME ECONOMICS AND HOTEL TRAINING INSTRUCTOR TRAINING SPECIALIST Introduction 1. This expatriate specialist would be responsible for the development of a modular, short-course training program for upgrading the technical and pedagogical competencies of existing and newly recruited home economics and hotel training teachers. The major objectives of this upgrading will be to improve their levels of performance in both the new adult evening class programs and the newly upgraded day class programs for upper secondary level trainees in the Community Skills Centers. Consultant Qualifications 2. The consultant, if not a staff member of a home economics teacher training institution, must have a formal arrangement with such an institution so as to obtain such technical "backstopping" as may be required in the program development. The consultant must be a fully qualified and highly experienced vocational/technical educator. She must have a minimum of a Master of Science Degree in home economics education; a minimum of 15 years of actual teac'Aing experience in home economics, including foods, nutrition and clothing; a minimum of fiv*. years experience as a home economics teacher trainer; and, preferably, some experience in institutional food service. Training Proaram Development and Implementation 3. Development. The consultant would first arrive in Nassau, on the date set forth in the contract, for a period of about two weeks, to (a) discuss with the Ministry of Education's Home Economics Training Officer the training needs of home economics teacheri and the logistics of the proposed training program; (b) assess the possibilities of cooperative internship arrangements with selected hotel, food service and clothing manufacturing or tailoring industries; and (c) collect other relevant information bearing on the instructor training program. Secondly, the consultant would return to her home base and, with the cooperation of the instructor training institution with which she has consortial arrangements, spend about one month in the preparation of the instructor training program. The program would include the development of: (a) a detailed course syllabi of the proposed instructor training short course; (b) such audio and/or visual aids required for the course presentation; (c) a detailed outline of the proposed internship program; and (d) a plan for the evaluation and 'feedback" of the instructor training program. Thirdly, the consultant would return to The Bahamas at a date set forth in the contract for a period of six weeks during the Summer of 1990 and, with the assistance of the home economics training officer, (i) conduct the first three-week short-course; (ii) evaluate its effectiveness; and (iii) plan the second short-course to be held in the Summer of 1991. 4. Implementation. The first two groups of home economics instructors would participate in upgrading training during a three week period during the Summers of 1990 and 1991. During eaeh of these sessions, -71- Annex 5 Appendix 2 Page 10 of 12 the consultant would be assisted by the MOE Home Economics Training Officer and by one or more of the better qualified home economics teachers who woTuld have participated in post-graduate ievel home economics studies abroad during the Summers of 1989 and 1990 or 1991. -72- Annex 5 Appendix 2 Page 11 of 12 E. SPECIALISTS FOR ASSISTING IN THE PREPARATION OF A MASTER PLAN FOR MEDIUM- AND LONG-TERM DEVELOPMENT OF POST-SECONDARY AND HIGHER EDUCATION SYSTEM IN THE BAHAMAS" Introduction 1. The consultant team would advise and assist the Government and the post-secondary and higher educational institutions in planning, implementing and preparing the individual institutional and overall educational system reports which will serve as the basis for a national "master plan;' and advise on the preparation of the "master plan". Consultant Team Composition and Qualifications 2. Team Composition. The team would be composed of a highly qualified and experienced group of post-secondary educators, with formal ties with post-secondary educational institutions, and who have had many years of experience in planning and carrying out such studies in institutions in which they have been senior administrators themselves. They should also have been members of national or regional professional teams with several years of experience as consultant-evaluators for other institutions undertaking such studies themselves. This experience should be equivalent to that of the "Consultant-Evaluator Corps" of the Regional Accreditation Associations for Higher Education Institutions in the U.S.A. The team would consist of three members headed by a principal investiRator- planner, with a technical education planner-analyst, and a general academic education planner-analyst as members. All of them should have graduate degrees at the doctoral level, have served in post-secondary educational institutions as senior professors, department heads and deans of instruction, and it could be helpful if the principal investigator could have served as a president of a university. The technical education planner-analyst's experience should have been in a technical institute branch of a university. All of them must have had at least 15 years experience in post-secondary education. Program Development and Implementation 3. The consultants would be required for a total of about 6.5 man- months over a period of about 18 months to periodically assist in the planning, implementation of the studies and advising on the preparation of the "master plan". First. The principal investigator-planner of the consultant team would visit The Bahamas for an initial visit of one month, as set forth in his contract and terms of reference, after potential members have been identified for each of the study teams suggested in paragraphs 7 through 13 of the guide outline referred to in Annex 11, A, Appendix 4, para. 8. During this visit, he would advise and assist in organizing and orienting the various teams as to their objectives, functions, obligations and interrelationships, and to help launch the preliminary institutional self-studies. Second. After an elapsed time of about three months, the principal investigator-planner would return to The Bahamas, accompanied by the two education planner-analysts mentioned above, for a period of one month for himself and two weeks each for the other two 4/ Reference: Annex 11, A, Appendix 4, "Preparation of a Master Plan for Medium- and Long-Term Development of Post-Secondary and Higher Education in The Bahamas." -73- Annex 5 Appendix 2 Page 12 of 12 consultants. During this visit, the team would discuss the work of the respective study teams, and advise and assist in any problem areas identified by the teams. Third. After another elapsed period of about six months, the three consultants would return to The Bahamas for a period of one month for the principal investigatGr-planner and two weeks each for the other two planner-analysts. During this visit, the team would closely review the preliminary drafts of the institutional self studies, identify areas requiring further study, assist in further exploration of such areas, and clearly delineate the identified institutional strengths, areas of concern, and corrective Aetions taken, planned or suggested. Additionally, the principal investigator-planner would concentrate on assisting the Central Study Team in formulating, to the extent that institutional study data can be made available, a preliminary draft of the overall national "master plan." Fourth. After another lapse of about fourth months, the consultant team would return for a final visit, with the principal investigator having a one month stay and the two planner-analysts for a period of one week each for a final review of each of the institutional reports and the overall study report. Additionally, the principal investigator would help prepare the "Master Plan for Medium- and Long-Term Development of Post-Secondary and Higher Education in The Bahamas". THE BAHANAS SECOND TECHNICAL AND VOCATIONAL TRAINING PROJECT Are Vocational and Community Skills Training Facilities to be Sup-ported Udedr the Skill, Training Cooponent SE = Supplemental equipment and learning aids. CFE = Construction, furnishing and equipping of instructional shops. E = Equipmnt only No. of Shope Home Tech. Constr. mech. Elec. Marino Constr. Suppl. Equip. School Name Business Econ. Draw. Skills Skills Instl. Sc. A F. Crafts A Equip. Equip. Only Abaco Island Abaco High SE SE SE CFE - I - 1 a - (1 x 1,600) Coopers's Town SE SE SE SE SE - - - - (6) - Andros Island North Andros SE - SE SE - SE - - 4 - Central Andros SE SE SE CFE - SE - - 1 4 - (1 x 1,600) Mangrove Key - CFE SE SE - - - - 1 2 - x 1,600) South Andros SE SE SE SE SE - (6) - Eleuthera Island Albury SE CFE SE SE - - - CFE 2 J - (1 x 800) (I x 800) Gov. Harbour SE SE SE SE - - - - 4 - North Eleuthera (New) E E E E - - 4 Exuma Island L. N. Coakly SE SE SE SE SE - - CFE 1 (6) - X (I x 800) Long Island OX Major SE CFE SE SE CFE - SE _ 2 4 (1 x 1,600) (1 x 1,600) North Long Island CFE SE SE CFE - - - CFE 3 2 (1 x 800) (1 x 1,600) (1 x 800) Crooked Island Crooked Island SE SE - CFE SE -1 3 (1 x 1,200) No. of Shops Home Tech. Constr. Mech. Elec. Marine Constr. Supplo. Equip. School Nam Business Econ. Draw. Skills Skills Instal. Sc. F. Crafts A Equip. Equip. Only San Salvador Son Salvador - SE SE SE - - - - - S - Cot Island Old Bight SE CFE SE SE CFE - 2 a - (1 x 1,200) (1 x 1,600) Arthur's Town _ CFE SE SE - - - CFE 2 2 - (1 X 1,200) (1 X 1,200) Grand Bahama Island Lucays (New) E E E E E - - - - (6) Eight ile Rock SE - - - - - - - - 1 - Wst End _ SE SE SE - - CFE - 1 a (1 x 400) Inapua Inagua _ SE SE SE - - CFE - 1 (3) - (I x 400) Now Providence Island Area Vocational Center I E E E E E - - - - - (S) Area Vocational Center II E E E E E - - - (S) Sub-Total: Constr. & Equip. 1 6 (0) 4 2 (0) 2 4 18 - - Sub-Total: Sr. Eqip. Only 12 11 16 13 4 2 1 (0) - (59) - m Equipmont Only 4 4 4 4 2 1 0 0 - - 19 o° ux Total of 22 conters of which 17 would be located in 10 of the Family Islands. -76- Annex 5 Appendix 4 Page 1 of 2 THE BAHAMAS SECOND TECHNICAL AND VOCATIONAL TRAINING PROJECT Area and Cost Estimates for Construction, Furniture and Equipment for the Skills Training Component Basic Data: Construction costs of $70 per square foot average New shops to be constructed under project: 7 X 1,600 ft2 - 11,200 ft2 4 X 1,200 ft2 - 4,800 ft2 5 X 800 ft2 - 4,000 ft2 2 X 400 ft2 . 800 ft2 18 20,800 ftz total Shops to be furnished and equipped: 18 new ones constructed under project *$20,000 average CIF costs. 19 new ones (construction outside project) Q$20,000 average CIF costs. 59 existing requiring supplemental equipment @$10,000 average CIF costs. Existing rhops requiring minor renovations: 59 with average cost of $4,000 each Mobile training equipment packages: 10 with an average cost of $10,000 each for NTC (CIF costs) i. New Shops Constructed Under Project: (a) Construction 20,800 ft2 X $70 ft2- $ 1,456,000 (18 shops with 20,800 ft2 total) (b) Equipment and furniture 18 X $20,000 360,000 (18 shops *$20,000 average per shop) 2. New Shops Constructed Outside Project: (19 Q$20,000) (a) Equipment and furniture only 19 X $20,000 = 380,000 3. New Shops at Freeport Industrial Training Center: (a) Construction 5,200 ft2 X $90 = 468,000 (3 shops with 5,200 ft2 total) -77- Annex 5 Appendix 4 Page 2 of 2 (b) Equipment and furniture 3 X $20,000 - 60,000 (3 shops e20,000 each) 4. Existing Shops - Skills Training Centers: (a) Minor renovations 59 X $4,000 = 236,000 (59 local shops E$4.000 average) (b) Supplemental equipment only 59 X $10,000 - 590,000 (59 local shops @$10,000 average) (c) Supplemental equipment Freeport 4 X $10,000 = 40,000 ITC Center (4 shops $lJ0,000) (d) Supplemental equipment Nassau = 150,000 ITC Center (including $40,000 for the Craft Program) 5. Mobile Training Equipment Packages for NTC: (10 packages) 10 X 10,000 average = 100,000 Total Cost (Construction, Furniture, and Equipment Only) for Skills Training Component $3,840,000 Annex 6a -78- Page I of I IMF RAQ S-SOND TECHNICAL AND VOCATIONAL TRAINING PROJECT PROJECT COST SUNNARY IUSs '000) Z Total Z Foreign Base Local Foreisn Total Exchange Costs ==xass _=-~z_== =s-- === =zzzs=w== zZ=SZ== A. INSTITUTIONAL DEVELOPIENT AND POLICY INPLENENTATION 1,015.10 261.40 1,276.50 20 9 B. SKILLS TRAINING 1,401.57 3,891.47 5293.04 74 36 C. TOURISM TRAINING 2s018.55 5,219.30 7,237.85 72 49 D. PROJECT MANAGEMENT 650.80 185.16 835.96 '2 6 Total BASELINE COSTS 59086.02 9,557,33 14,643.35 65 100 Phvsic&l Contingencies 320.78 1s042.87 19363.65 76 9 Price Contingencies 507.34 894.26 1,401.61 64 1" Total PROJECT COSTS 54914.14 11494,47 17M408,61 66 119 Nh 13. 98=8==S 14:=- - Mau 13i 1988 14:!? -79- Annex 6b Page 1 of 1 THE BAHAMAS SECOND TECHNICAL AND VOCATIONAL TRAINING PROJECT Project Costs Estimates By Year (us$ looc) Paoe Costs Total 1998 1989 1990 1991 1992 1993 1994 US$ saslz s asr-zxSS- *wat-wss lux-_XS== :as:::-s ::::::s.. zs==== zs_=:x=sx A. 'NSTITUTIONAL DEVELOPMENT AND POLICY IMPLEMENTATION - 272.87 263.63 195.00 195.00 195.00 185.00 1'276.50 D. SYILLS TRAININN - 1,394.02 1.009.02 792.87 937.13 904.50 256.50 5.293.04 C. TOURISM TRAIN'NG 32 :0 972.00 3,655.20 1I264.60 479.77 341.52 170.76 7,237.85 PROJECT mANAGEME:T 29.0C 150.68 157.64 153.56 153.56 133.76 57.76 935.96 Total BASELINE COSTS 354.00 2,789.57 5,114.49 29396.03 1,754.47 1,564.79 670.02 14,643.35 Ph1sica1 Contintencies 0.60 295.19 607.80 214.13 119.35 104.00 32.59 19363.65 Price Contingencies 0.18 84.92 334.26 49.36 261.13 308.61 163.24 1s401.61 Total PROJECT COSTS 354.78 3,159.58 6,056.55 24859.52 29134.94 1,977.39 865.95 17,408.61 ZZ82,2222== *sazx- -X X= 2vzc vzv=vzv ZZ==:=:: ,--==Z Zzz=dxvz Taxes - 299.64 654.65 368.13 336.05 294.82 128.10 2,071.40 Foreign Ex:change 327.99 2.135.33 4*122.73 1,843.38 1,346.52 1,233,92 484.61 11t494.47 MN' 13, 1988 14:59 Totals Incljd4ng Contingencies 'US$ '000) …__-- ----_____ ---- --_ --__ -- --_ -- ---- _--__ ---- ---- _-- __ 1998 1989 1990 1991 1992 1993 1994 Total =:22:2 ::2ain2 2:2=sz== .:::2 :2====== =:2=2=222 ====: :s22:222: A. INSTITUTIONAL DEVELOPMENT AND POLICY IMPLEMENTATION - 288.60 286.50 202.67 210.79 219.21 "27.98 1.435.75 P. SKIL!S TRAINING - 1.568,33 W158.75 940.66 1w156.38 1,160.98 339.51 64324.60 C. TOURISM TRAINING 325.00 1,141.95 40437.21 19541.12 585.71 434.84 226.12 89691.85 0. PROJECT rMDAGEENT :9.78 160.80 174.09 175.06 182.06 162.36 72.24 956.41 Tota1 PROJECT COSTS 354.79 3,159.58 6t056.55 2,859.52 2s134.94 1,97'.39 965.85 17,408.61 ==:== z22sz: : =:: :=r=:=== ==:::::=2 =2=2==== :2 2 Zs:==== :2::::=== Kaw 13. 1938 14:59 Annex svc -80- Page 1 of I THE BAHAMAS SECOND TECHNICAL AND VOCATIONAL TRAINING PROJECT Project Costs by Category of Expenditure (US$ illion) _4S T&.'! 2NAL Ohvs1i. W.E-JFIE,4T AND C3nt;rae-;.ei -e.r S .:hanie FOLICY SKILLS TOURISM PROJECT -- -- --- ---------------- :MPLEIEN!AI3N TRAINING TRAINING MANAGEMENT Total Asount A: ount t. INVEST4ENT C38TS A. CIV'L uICRK5 SZ.2 S - 7.66 12.7 0.09 '0.0 5.36 P. URNVI Li EOUIPMENT ).06 .32 1.42 - 3.91 7.4 0.9 -4.1 2.2 . !rCqtCAL ASSISTANCE 1. TRAINING - 0.25 0.05 - 0.30 5.0 0.'1 40.6 0.15 '. SPECIALIST ASSISTANCE 0.10 0.44 0.39 - 0.93 6.5 0.! !00.0 0.°3 Sub-Total TECHNICAL SSIVSTANCE 0.10 0.69 0.44 - 1.23 i.1 ;.08 37,9 1.09 Tot2l :TNJE3TMENT :3STS 0.17 5.29 7.24 - 12.70 10.5 '.33 ':., 9.26 I.. RECURRENT COSTS A, SALARIES 0.81 - - 0.71 1.52 1.4 0.02 10.0 0.15 S. OPERATING COSTS 0.30 0.13 0.43 1.9 0.0! 33.6 0.14 Total RECURRENT COSTS 1.11 - - 0.84 1.95 1.5 1.03 :5.2 0.30 '3tal IASELINE COSTS 1.28 5.29 7.24 0.84 14.64 9.3 36 45.3 9.56 thysical Contingencies 0.02 0.46 0.86 0.03 1.36 0.0 L 0 ' .5 1.04 Price Contingencies 0.14 2.57 0.59 0.09 1.40 7.7 3.11 :3.8 0.29 !:ztal PROJECT COSTS 1.44 6.32 °.69 0.95 1?.41 9.4 1A ±!.0 11.49 [ ===:=:f:gztr: t=5~~~~~~~~~~~VVzz-=__ ==: ==== =====V ===== zz======:==:====== [ Ta;xes 0.02 0.96 1.10 - 2S07 5.3 0.0 2.00 Foreign E::change 0.30 4.70 6.28 0.22 11.49 9.8 1.'! O.0 0.00 Ma1 13. 1939 14:59 -81- Annex Cd Page 1 of 1 THE BAHAMAS SECOND TECHNICAL AND VOCATIONAL TRAININC PROJECT Unit Areas *nd Cnpt.l Contn (Bne Costs April 1988 In US Dolloro) TECHNICAL ASSISTANCE COSTS1 Local Consultants/Specialits S 2,000/month Expatriato Consultanto/Specialists I 6,000 - 10,000/month Short Study Tlura Abroad (Subsistence and Fees) I 700/week Fellowships Abroad (Subsistence and Fes) * 1,500/month Local Internship. (Per Diem Supplement) I SO/day CONSTRUCTION UNIT AREAS AND COSTS Com_unity Skills Centers (870/ft2): I 7,150/student place Now Workshops at Freport ITC (390/ft2): S 9,750/student place Hotel and Touris Training Facility (S110/ft2): I 11,950/student place EQUIPMENT AND FURNITURE UNIT COSTS Comunity Skills Centers, new workshop. (37) S 20,000/workshop Community Skills Center, equipment only (69 workshop.) S 10,000/workshop Mobile Training Package (10) I 10,000/package Hotel and Tourim Training Facillty (1) S800,000 UNIT CAPITAL COSTS PER STUDENT PLACE2 Community Skills Centers, n-w workshop. * 8,800/student place Community Skills Centerss * pplemental equipment only S 830/student place Mobile Training Packags 3 830/student plece Hotel and Tourism Training Facility S 14,260/student place j/ Details In Annex 6, Appendix 1. V/ Construction, equipment and furniture. j/ Designed for use In existing workshop. which will havo certin specified basic training oquipment for the specially to be lerned. -82- Annex 7a THE BAHAMAS SECOND TECHNICAL AND VOCATIONAL TRAINING PROJECT Formal Structure of Project Implementation Team 1. The formal structure of the Project Implementation Team would be based upon that used ir the successful implementation of the First Technical and Vocational Training Project. However, it would be appropriately strengthened to assure a more uniform rate of implementation and to provide for more guidance in the implementation of the educational aspects. A major underlying principle will continue to be the development of an improved permanent capacity for the implementation, monitoring and evaluation of projects of programs regardless of financing sources. 2. The structure and staffing of the team would be as follows: t ~~~~~~~~~Prolect Manager* Civil Works* Procurement |SilIls Train ng ourism raining| CordnSorSecialist* ,I7 Specialist -Part-time -rndustrial -BHTC Representative Specialists Training Board Director -UWI-CHTM Representative -Rep. from Vocational -Bahamahost Representative Training Department | Legal Officer r [Proecet A,ccounta-nt I isuop rtStatTI * Full-time Team Members Annex 7b -83- Page 1 of 4 THE BAHAMAS SECOND TECHNICAL AND VOCATIONAL TRAINING PROJECT Terms of Reference for Key Project Implementation Team Personnel 1. The composition of the Project Implementation Team is detailed in Annex 7a. The key personnel of the unit to be appointed in accordance with the following terms reference and qualifications should be: Project Manager 2. The project manager would be responsible directly to the Permanent Secretary (PS) of the Ministry of Education. With the advice and consent of the PS, he would formulate policy and procedures to facilitate the timely implementation of the project in accordance with the Loan Agreement and Bank Guidelines. He would coordinate the day-to-day project implementation activities of the project civil works coordinator; the equipment and furniture procurement specialist; skills training specialists; tourism training specialists; the legal officer and the project accountant. He would also supervise the activities of the secretarial and support staff. He would be responsible for overall project monitoring and the preparation of periodic project implementation progress reports and sending them to the Bank for review and comment. 3. The project manager should have had successful experience in the implementation of similar projects under World Bank or Regional Bank financing. He must have proven capability in managing and coordinating the work of professional and support personnel in activities carried out under conditions requiring the efficient scheduling of physical, financial and human resources. Experience is much more important than academic preparation, therefore he could be an educator, an engineer, an architect or have had any other university graduate level preparation. Communication skills in both written and spoken English are very important. Civil Works Coordinator 4. This person would be responsible, on a full-time basis, for the implementation of the civil works program and would ensure that the terms and conditions of contracts for construction are prepared and carried out in a satisfactory manner and under terms and conditions set forth in the Loan Agreement and the Bank Guidelines. He would coordinate and supervise construction activities in accordance with the implementation schedule and the construction schedules of the civil works contractors. He would keep a detailed record (written and pictorial) of progress of each civil works component and report to the Project Team Coordinator on a timely basis on the quality of work and the financial status of the project. Specifically, the Civil Works Coordinator would be expected to: - be actively involved in selecting and evaluating contractors being proposed to do work under the project; - assist in evaluating bids received for construction and installation of equipment; Annex 7b -84- Page 2 of 4 - ensure that terms and conditions of tendering documents are adequate and would meet World Bank guidelines; - review and approve all payment requests made by contractors before payment is made by a Ministry; - assist in the final inspection of facilit s and certify that all work was satisfactory and had been made in accordance with the terms of the contract documents before final payment would be made to the contracting company; - visit on a frequent basis all projects under construction and report to the Project Manager as to their status, pointing out all issues and suggest methods for resolving such issues; - approve all changes and modifications to the construction as it progresses; - maintain financial records on construction including payments made to the contractor, estimated cost to complete, and likely costs for modifications and changes during construction; [ - ensure that equipment would be delivered, installed and connected in facilities in a timely and satisfactory manner; and - prepare and maintain an overall proposed implementation schedule of works under the project and maintain an estimate of cost of construction by building. A visual status chart should be developed for the project which would indicate when each component would be begun and completed. A comparison between estimated and actual progress should be shown on this chart. 5. Experience gained on similar projects has consistently pointed out benefits derived by project implementation units employing their own full time civil works coordinator. This person should have adequate experience in directing and coordinating the design efforts of both public and private entities and understand fully the needs for tender documents to be well defined with a minimum of errors and omissions. Professionally, the civil works coordinator should be an architect or engineer with no less than 6-8 years of practical experience in managing projects. It is expected that he would be employed on a full time basis and would dedicate 100 percent of his time to construction financed under this project. Equipment and Furniture Procurement Specialist 6. The equipment and furniture procurement specialist would be responsible for coordinating the preparation of all equipment and furniture lists and technical specifications, the grouping of items into packages of a similar nature; and, in full accordance with Bank Guidelines, advertising of procurement tenders, evaluation of bids, awarding of contracts, and the receiving and installation of equipment and furniture. The actual preparation of lists and specifications, however, would be the responsibility of the training institutions which would be the recipients Annex 7b -85- Page 3 of 4 of such furniture and equipment, or other authorized agents. These duties would require that the Procurement Specialist be employed on a full-time basis. 7. The procurement specialist should, preferably, be a vocational or technical educator who has had significant experience in the preparation of such lists and specifications, in the evaluation of bids, and in the logistics of the receipt, distribution and installation of large groups of furniture and equipment during a short time span. Skills Training Specialists 8. rhese responsibilities would be carried out by the regular MOE vocational/technical training officers and the principal officer of the NTC as part of their regular responsibilities in their respective areas of expertise. Individually, they would coordinate for their respective institutions: the preparation of furniture and equipment lists and specifications; the installation of equipment under the overall direction of the procurement specialist; the recruitment and/or training of instructors; the work of consultants in the development of training programs; and the monitoring and evaluation of educational program implementation. Tourism Training Specialists 9. These responsibilities would be carried out by representatives of the Bahamas Hotel Training College, the UWI Center for Hotel and Tourism Management, and the Bahamahost Program as a part of the regular responsibilities to their respective institutions. Individually, they would coordinate for the respective institutions: the assistance of institutional representatives in the implementation of special studies by external consultants; the preparation of equipment and furniture lists and specifications; the identification of physical space needs for the new building; the development of the lists for training materials and library references; the effective utilization of consultant services in upgrading of curriculum content; upgrading training activities, locally and abroad, of instructional staff; and the monitoring and evaluation of educational program implementation. Legal Officer 10. The legal officer need only be available for a few days per year to advise and assist in the development of the bidding documents for procurement of civil works, furniture and equipment, and technical assistance. If the MOE does not have a legal adviser, one from the Attorney General's Office could be assigned to provide these services on an ad-hoc basis. However, to assure the appropriate timeliness of his services, he should be formally appointed under a written agreement. Project Accountant 11. Even though the Accounting Division of the MOE would keep the separate project accounts, a single individual accountant would be formally assigned as the project accountant. While the accountant would not be required on a full-time basis, especially during the earlier months of project implementation, one should be appointed on the basis that the project accounts would be a first priority responsibility. A&"& . JIv -86- Page 4 of 4 SuHport Staffing 12. A single full-time secretary would probably be adequate, providing that the typing of equipment lists and specifications is the responsibility of the participating training institutions. Additional part-time typists would be needed from time-to-time for the periodic rush work' of the procurement specialist, especially in the typing of biddirng documents. -87- Annex 7c Pge. 1 of I THE SAMMAS SECOND TECHNICAL AND VOCATIONAL TRAINING PROJECT Proj oct Implementation Schedule (Cumulative Progress In X) -----------------------------------------------------------------------__----__-------------- Project Component CYS8 CYS8 CY9O CYOI CY92 CY"S CY94 Institutional Developmnt and Policy Implementation Furniture and Equipment 0 SO 100 Specialist Assistance 0 60 100 Skills Training Civil Works Skills Training Workshops A Maint. Center 0 20 40 60 80 100 Freeport - Industrlal Training Center 0 100 Furniture, Equipmnt A Educ. Materials Skills Troining Workshops A Maint. Center 0 0 14 29 67 86 100 Nassau - Industrial Training Center 0 80 100 Freeport - Industrial Training Center 0 8S 100 NTC Mobile Training 0 14 SO so 100 Technical Assistance Troinin 0 9 26 66 68 100 Speciai st Assieance 0 66 100 Tourism Training Civil Works Hotel and Tourism Training Facillty 0 20 87 100 Furniture, Equipwunt A Educ. Materials Hotel and Tourim Training Facility 0 0 7 28 61 67 100 Technical Assistance Training 0 0 0 0 40 6o 100 Specialist Assistonce e6 eS a6 91 07 100 May 18, 1966 -88- Annex 8a Page 1 of 1 THE BAHAMAS SECOND TECHNICAL AND VOCATIONAL TRAINING PROJECT Allocation of Loan Proceeds Amount of the Category of Loan Allocated Z of Expenditures Expenditures (US$ Equivalents) to be financed 1. Civil Works 4,600,000 50Z 2. Furniture, Equipment and 3,000,000 100Z of CIF cost of foreign Educational Materials expenditures, 10OX of ex factory costs of locally manufactured furniture, and 65Z of local expenditures for items procured locally 3. Technical Assistance 1,200,000 100Z 4. Travel, Communications, 75,000 1OOZ Materials for Project Administration 5. PPF Refund 325.000 6. Unallocated 800,000 TOTAL 10,000,000 -89- Annex Ob THE BAHAMAS SECOND TECHNICAL AND VOCATIONAL TRAINING PROJECT Estimated Schedule of Dlsburs.esnts (US$ million) Cumulative Disbursmsnts Bank Disbursement - -- ------- - ----- - Balance Fiscal Quarter during X of of Year Ending Quarter Amount Total Total __________________--__________________________________________________________ 89 March 81, 1989 9.89 a/ 0.80 9.79 June 80, 1989 0.60 b/ 0.80 8 9.20 99 Sept. 80, 1989 0.40 1.20 8.89 Dec. 81, 1989 0.40 1.60 8.40 March 81, 1999 .069 2.20 7.80 June 80, 1990 9.69 2.89 28 7.29 91 Sept. 80, 1990 0.70 8.60 0.50 Dec. 81, 1990 0.70 4.29 6.89 March 81, 1991 0.50 4.70 6.30 June 80, 1991 0.50 6.20 52 4.80 92 Sept. 30, 1991 0.50 6.70 4.89 Dec. 81, 1991 0.69 6.20 8.80 March 81, 1992 0.60 6.70 8.80 June 30, 1992 O.59 7.20 72 2.890 93 Sept. 89, 1m 0.50 7.70 2.80 Dec. 81, 1992 0.40 8.10 1.90 March 81, 1993 0.49 8.60 1.60 June 80, 1998 9.40 8.9D 89 1.10 94 Sept. 80, 1998 9.89 9.20 0.80 Dec. 81, 1998 0.20 9.40 9.00 March 81, 1994 0.10 9.50 0.50 June 89, 1994 9.10 9.60 96 0.40 96 Sept. 30, 1994 0.10 9.70 9.80 Dec. 81, 1994 9.19 9.80 0.20 March 81, 1995 0.10 9.90 9.10 June 90, 1995 0.19 190.0 1W O.99 a/ PPF repayment b/ Initial deposit of USS0.5 million Into the Special Account August 11, 1988 Annex 9 -90- THE BAHAMAS SECOND TECHNICAL AND VOCATIONAL TRAININO PROJECT Presur_oent Arrono_nte MUs= Iion, Tota I o*t) Procurement Method1 t (Acceptablo to the Bank) Category iCe LCB OTHER TOTAL …U-M mmTlion…--------__ Civil Works 6.20 8.00 - 9.20 (8.40) (1.61) (S.") Furniture, Equipoent, and B." l .70 *.8U 4." Educational Materials (2.70) (9.69) ( 0.20) (8.59) Technical Aesistance - - 1.40 1.402 _ (1.40) (1.40) Operating Costs for - - 2.20 2.20 Project Administration - (0-10) (6.10) TOTALS 0.69 8.70 8.90 17.40 (. 10) (2.20) (1.70) (10.00) V 67 29 4 1in Limits by Type of Procurement and Prior Review Threshold* (bvvo thoueand) Type of Prior Roview Contreat Aggregote Type of Contract Limit Value Ll-it Procurement Civil Works 6J0 1,909 and over - ICB Under 1,000 8,600 LCB with foreign firm eligible to participate Furniture, 1in SO and over - ICe Equipmnt, Under W6 760 LCB with foreign and firms eligiSle to Educational participate. Materials Under 10 age Local shopping (3 prt ;e quotations) Technical Assistance4 80 80 and over - Proposals invited from short list of lnternational and local consultant f Irm. Under 80 200 Invitations from one or more Individual consultants / Numbers In parentheses represent that portion of costs which would be financed by the Bank. / Including a Project Preparation Advance of US1 256,69. 3/ All other contracts subject to ex post review by Bank Staff durlng supervision missions. J Contracts for technical assistance and special studies would be awarded In accordance with Bank guidelines. -91- Annex 10 Page 1 of 2 THE BAHAMAS SECOND TECHNICAL AND VOCATIONAL TRAININO PROJECT Key Indicators for Proj et Monitoring and Evaluation _____________________________________________________________________________________________________ Expected date of completion Project Component Monitoring Indicators (per Loan Agreemnt) _____________________________________________________________________________________________________ Institutional Development and Policy Implementation (a) Ministry of Employment and Imigration (i) Establish labor market Information system June 80, 1999 Furniture and Equipment Percentage Installed Specialist Assistance Percentage Implemented (1i) Expend MOEI'- apprenticehip system De-cmber 81, 1990 Furniture and Equiri-ent Percentage Installed Specialist Assistnce Percentage Implemented (b) Minlitry of Education and National Training Council (1) Establish advisory co_mittoes for De-cmber 81, 1989 major Industrial trades and local training comittees Speciolist Assistance Percentage Implemented (tt) Develop and implement plans June 80, 1990 for lmproved utilization and managment and s*ff training Specialist Assistance Percentage Implemnted (III) Imple_nt policies for cost sharing and cost recovery In training - NTC to receive/expend funds June 80, 1089 - Targoting of otiponds June 80, 1989 Speciali t Assistance Percentage Implemented (iv) Prepere master plan for the December 81, 1991 future development of post-secondary and higher education (v) Implement Graduote Traer System December 31, 1989 Specialist Assistance Percentage Implemented (e) Bahama Hotel Training College Achlve at loeat S0 omployer financing of presorvice training Percentage implemented December 31, 1991 Skills Training (a) upgrade and expand pre- and Inmervice Porcentago of centers Course syllabi ready for skills training program for adults using now programs Bank's review and coements end out-of-school youth by June 80, 1990 Specile IIt As Istance Percentage Ipl em nted Training Percentage Implemented -92- Annex 10 Page 2 ot 2 THE BAHAMAS SECOND TECHNICAL AND VOCATIONAL TRAINING PROJECT Key Indicators for Project Monitoring and Evaluation Expected date of completion Proj et Component Monitoring Indicators (per Loan Agreement) (b) inerao relevancy of training In No. of training packages Course myllabl ready for vocational training program through doveloped (statlonary/ Bank's review and commenta developmet of elustoro of reloted mobile) by June 80, 19O skills Percentage of centers using now program Specialist Assistance Percentage Implmented (c) develop and mplement mobile Course syllabi ready for training programe Bank's review and com_nta Specialolt Assistance Percentage implemented (d) Implement supply and maintenanc June a0, iWo (e) Civil Works Skills Tralning Workshops A Maint. Center Percentage completed Free_rt - Industrlal Training Conter Percentage completed (f) Furniture, Equipment A Educ. Materials Skills Training Workshops a Maint, Center Percentage Installed Nassau - Industrial Training Center Percentage installed Fr port - Industrial Training Center Percentage Installed NTC Mobile Training Percentage delivered Tourilm Training (a) Implement recommendations of PPF-financed study (i) Improve articulation among different Percentage Implemented tourilm training programs Speciallst Assiotnce Percentage imploented (11) dei gn curricula in everal now Percentage Implemnted spe .l11zatione and incorporate ne programs including Inservico training Specllist Assitance Percentage implemented (111) teacher training and developmont Percentage implemented of training materials Speciailst Assistance Percentage implemented (b) Civil Works Hotel and Tourism Training Facility Percentage completed (c) Furniture, Equipmnt A Educ. Materials Hotel and Tourism Training Facility Percentage installed July 26, i989 -93- Annex 11 Page 1 of 2 THE BAHAMAS SECOND TECHNICAL AND VOCATIONAL TRAINING PROJECT Related Documents and Data Available in the Project File 1. Working Papert 'Proposed Civil Works Implementation Plan," Robert W. Etheredge, Jr., 1988. 2. 'Tourism Development Program for The Bahamas," Executive Summary, Bechtel International Company, 1987. 3. 'Bahamas Handbook,' E. Dupuch, Jr., 1988. 4. *Commonwealth of The Bahamas - Statistical Abstract 1985,' Department of Statistics, Nassau, 1985. 5. 'The Labour Force 1986,' Department of Statistics, 1986. 6. 'Bahamas Youth Employment Project: Final Report," J. V. Burgan, OAS, 1986. 7. "Bahamas Occupation Handbook," Department of Labor, 1987. 8. 'A Guide Outline for the Planning and Implementation of a Pre- investment Study for Post-Secondary Education Systems Development." World Bank Working Paper. 9. 'Special Study of Hotel and Tourism Training in The Bahamas," University of South Carolina, 1988. 10. Detailed Project Costs 11. Working Papers: A. Institutional Development and Policy Implementation Component Appendix 1: Report and Recommendations with Regard to a National Human Resource Data Base System Appendix 2: Terms of Reference for the National Industrial Training Advisory Council (NTC) Appendix 3: Recommendations for the Development of Cost Recovery and Increased Private Sector Assistance to Training Appendix 4: Preparation of a Master Plan for Medium- and Long- Term Development of Post-Secondary and Higher Education in The Bahamas -94- Annex 11 Page 2 of 2 B. Skills Training Component Appendix 1: Short Course Modular Training for Employed/Unemployed Adults and Out-of-School Youth in NTC Programs Appendix 2: Broad Based Training in "Clusters of Related Skills" Appendix 3: The Mobile Training and Equipment Concept for the Family Islands Appendix 4: Local Training Advisory Committees in the Family Islands Appendix 5: Development of a Certified Technical Instructor Corps for Skills Training Centers C. Tourism Training Component Appendix 1: The Ministry of Education Policy on Integration/Coordination of Hotel and Tourism Training Institutions in The Bahamas Appendix 2: Special Study of Tourism Training in The Bahamas: Report and Findings of the PPF Study Team Appendix 3: Government Statement on the BahamaHost Program D. Project Management Component Appendix 1: Guidelines in the Development of Tracer Systems for Placement and Follow-up Studies of Vocational and Technical Training Program Graduates IBRD 2D756R 800 7r 7s6 GRAND BAHAMA ISLAND Wolbrs Coy North West End ~~~~~~~~~~Riding Pt. t Settlement McC ons Town GRAND BAHAMA L \ Bvg PkkonPt. .HabRocki Normans i ,p 2 U.S.A. Castle ok HarbourM.e GUEAT FREEPORT Lutay~ o 10 20 30 40 Freeport ARECT Kilneer WilsonCity SA {,X0 A8ACCt 1 ~~~~~~~~~U S.A. Gorda Cort- A r* A v r o -26- M etO Gor ANDROS 1. C?4, The igh; -2< Sal SXd~ r'