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Document of

The World Bank

FOR OFFICIAL USE ONLY

Report No. 14404

IMPLEMENTATION COMPLETION REPORT

EASTERN CARIBBEAN STATES

FOURTH CARIBBEAN DEVELOPMENT BANK

REGIONAL VOCATIONAL AND TECHNICAL EDUCATION PROJECT(CREDIT 1785-CRG)

APRIL 28, 1995

Human Resources DivisionCountry Department IIILatin America and the Caribbean Region

This document has a restricted distribution and may be used by recipients only in the performance oftheir official duties. Its contents may not otherwise be disclosed without World Bank authorization.

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CURRENCY EQUIVALENT

Currency Unit=Eastern Caribbean Dollar (ECs)EC 1.00=US$ 0.37

US$ 1.00=EC 2.70

FISCAL YEAR

Dominica: July 1 - June 30Grenada: January 1 - December 31

St. Kitts and Nevis: July 1 - June 30St. Lucia: April 1 - March 31

St. Vincent and the Grenadines: January 1 - December 31 (as of 1/90)July 1 - June 30 (prior to 90)

PRINCIPAL ABBREVIATIONS AND ACRONYMS USED

CARICOM Caribbean CommunityCDB Caribbean Development BankCIDA Canadian International Development AgencyEC Eastern Caribbean DollarsGTZ German Technical AssistanceICR Implementation Completion ReportIDA International Development AssociationILO International Labor OrganizationLMIS Labor Market Information SystemMOE Ministry of EducationMPTC Multi-Purpose Training CenterNTB National Training BoardOECS Organization of Eastern Caribbean StatesOPEC Organization of Petroleum Exporting CountriesPIT Project Implementation TeamRTB Regional Training BoardSAR Staff Appraisal ReportSALCC Sir Arthur Lewis Community CollegeSDR Special Drawing RightsTA Technical AssistanceTecVoc Technical and Vocational EducationTVET Technical and Vocational Education Training

FOR OFFICIAL USE ONLY

Table of Contents

PREFACE ......................................................

EVALUATION SUMMARY ..................................................... iii

PART I. PROJECT IMPLEMENTATION ASSESSMENT ...................................................... 1

PROJECT OBJECTIVES AND DESCRIPTION ...................................................... 1ACHIEVEMENT OF PROJECT OBJECTIVES ...................................................... 2INIPLEMENTATION RECORD AND MAJOR FACTORS AFFECTING THE PROJECT ................................................. 2PROJECT SUSTAINABILITY ...................................................... 6ASSOCIATION PERFORMANCE ...................................................... 6BORROWER PERFORMANCE .................................................................. 7......................7ASSESSMENT OF OUTCOME ....................... 8FUTURE OPERATION ...................... 9KEY LESSONS LEARNED ...................... 9

PART HI. STATISTICAL ANNEXES ...................................................... 11

Table 1: Summary ofAssessments ..................................................... 11Table 2. Related Bank Loans/Credits ..................................................... 12Table 3: Project Timetable ..................................................... 12Table 4: IDA Credit Disbursements: Cumulative Estimated andActual ............................................. 13Table 5: Key Indicators for Project Implementation ..................................................... 14Table 6: Key Indicators for Project Operation ...................................................... 15Table 7. Studies Included in Project ..................................................... 15Table 8A. Project Cost (US$ million equivalent) ...................................................... 16Table 8B. Project Financing ..................................................... 16Table 8C: Estimated Project Financing by Expenditure and Country ................................................ 17Table 8D: IDA Credit Allocation ...................................................... 18Table 9: Economic Costs and Benefits ..................................................... 19Table 10: Status of Legal Covenants ..................................................... 197able I1: Compliance with Operational Manual Statements ..................................................... 21Table 12: IDA Resources: Staff Inputs ....................................................... 21Table 13: IDA Resources: Missions ...................................................... 22

APPENDICES ..................................................... 23

A.B. BORROWER AND COFINANCIER CONTRIBUTION TO THE ICR .23C. MISCELLANEOUS APPENDICES . III

C I. SPECIFIC COUNTRY SUBPROJECTS .IIIC2. CIVIL WORKS SUBPROJECTS .114C3. ACTION PLAN . 115

D. MAP.123

This document has a restricted distribution and may be used by recipients only in the performance of theirofficial duties. Its contents may not otherwise be disclosed without World Bank authorization.





PREFACE

This is the Implementation Completion Report (ICR) for the Fourth CaribbeanDevelopment Bank - Regional Vocational and Technical Education Project in which fivemember countries of the Organization of Eastern Caribbean States (OECS) participated 1, forwhich Credit 1785-CRG in the amount of SDR 4.8 million (at appraisal US$6.0 millionequivalent) was approved on April 28, 1987 and made effective on December 4, 1987. TheCredit was closed on June 30, 1994, after an extension of six months. SDR 4,633,545(US$6,314,930 equivalent) was disbursed, and the outstanding balance of SDR 166,455(US$244,131 equivalent) was canceled. The last disbursement was on February 13, 1995.Cofinancing for the project was provided by Caribbean Development Bank (CDB), which wasalso the Borrower and Executing Agency, and the Organization of Petroleum ExportingCountries (OPEC) Fund.

The ICR was prepared by Ms. Ines Girsback of the Human Resources Division of theLatin America and Caribbean Regional Office (Preface, Evaluation Summary, Parts I and II),and reviewed by Mr. Julian Schweitzer, Chief of the Human Resources Division and Mr.Robert Crown, the Project Advisor. During the majority of the project implementation period,the project was overseen by a consultant to the Association without any staff input. Ms. KarenLashman of the Human Resources Division assumed task management of the project in mid-1992. The Borrower prepared a separate report which is included as an appendix to the ICR.

Preparation of this ICR is based, inter alia, on the Staff Appraisal Report, the CreditAgreement and Amendment, supervision reports, correspondence between the Association andthe Borrower, and internal Association memoranda. There has been no special ICR mission.

IDominica, Grenada, St. Kitts and Nevis, St. Lucia, and St. Vincent and the Grenadines.




EVALUATION SUMMARY

Introduction

i. This was the first IDA-assisted vocational and technical education project in five of theOECS member countries, i.e. Dominica, Grenada, St. Kitts and Nevis, St. Lucia, and St.Vincent and the Grenadines. It was appraised in January 1986 and approved by the Board onApril 28, 1987. Total project costs were estimated at US$13.0 million equivalent, of whichUS$6.0 million equivalent were financed by an IDA credit. This project required 6.5 years forcompletion, which is slightly longer than the originally anticipated 6 years. The Credit closingdate was extended to June 30, 1994, and the final disbursement was effected on February 13,1995. As a result, the standard four months grace period between Credit closing and closing ofthe Credit Account was extended to eight, on an exceptional basis due to delays encountered byparticipating countries in obtaining full requisite documentation.

Project Objectives

ii. Objectives: The project aimed to improve the quality and number of trained manpowerin the beneficiary states by seeking to: (a) improve the quality of facilities and instruction; (b)increase capacity in the OECS for Technical and Vocational Education and Training; and (c)enhance sector management. A regional approach was taken to achieve the expectedimprovements, through: (i) advising on architectural designs for the construction of newworkshops, classrooms and multi-purpose training centers (MPTCs), expansion orrehabilitation of existing technical and vocational school or college facilities, (ii) the purchaseof related furniture and equipment, and (iii) technical assistance for fellowships, and project-related consultancy services.

iii. Content: In order to attain these objectives the project included the development ofpost-secondary level training programs for eight facilities (including five colleges), vocationaleducation programs for seven senior secondary schools, and pre-vocational education programsat seven junior secondary schools (including six MPTCs) serving about 80 feeder schools.Technical assistance was provided for fellowship training; and consultancy services in order to:establish a Labor Market Information System in each project country to improve the linkagebetween education and labor market needs; develop National Training Boards, and a RegionalTraining Board for standardization of curricula, course syllabi, institutional managementpolicies and planning procedures; and conduct feasibility studies on introducing cost saving andcost recovery measures in technical and vocational education.

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iv. Achievements: The Project's physical objectives were substantially achieved, resultingin a significant increase in technical and vocational education capacity in the participatingcountries. Nevertheless, the qualitative improvement of facilities and instruction was less thanexpected because of deficiencies in the delivered equipment and furniture causing non-optimumuse of planned workshops and/or training centers. Another issue was lack of coordinationbetween civil works, and procured furniture and equipment, e.g. inexistence of layouts. Thedesired enhancement of sector management, which related to the development of national andregional training boards, was only partially achieved. The project contributed to implementingthe respective Government's education sector development program focusing on improving thequality and quantity of trained manpower. However, the institutional strengthening measurescomprising improvement of the local education administrative structures, and the adoption ofcost saving and cost recovery measures to sustain the project were not achieved. AppendixC. 1 lists the subproject components in each of the beneficiary countries.

Implementation Results and Experience

v. Results: The civil works component (IDA-financed) comprised 22 sub-projectsinvolving new construction, expansion, or renovation of existing plants. In spite of significantdelays in some civil works, all sub-projects have now been completed. The last sub-component, the construction of a new technical education division at the Sir Arthur LewisCommunity College in St. Lucia, was finally completed and fully operational by the beginningof the 1993/94 academic year, more than two years behind schedule and reflecting a 100% costoverrun over original construction plan estimates.2 Overall, the project expenditure data revealthat 18 of the 22 facilities experienced cost overruns in civil works ranging from 40 to 100percent in terms of actual completion costs relative to the cost estimates at appraisal. With oneexception, all works were carried out by local contractors. The fellowship program componentgenerally performed satisfactorily, and the pre-vocational programs for lower (junior)secondary students are operating (albeit at varying levels of effectiveness and efficiency) in allparticipating countries. Additionally, all the tertiary level facilities developed under the projectare now fully operational.

vi. Experience: The six month extension in closing of the project resulted primarily fromadditional time required to redress equipment problems, and safety and security deficiencies incivil works in each country. Notably, a Credit amendment was approved on October 6, 1993to permit countries to purchase missing and spare parts and essential goods needed for thecurriculum with some of the remaining proceeds of the Credit, and to address priority safetyand security problems in the facilities. The technical oversight of the sub-projects wasperformed by the Project Implementation Team, which was based at the CaribbeanDevelopment Bank (CDB). The direct technical oversight of civil works by the Borrower,including not only review of architectural plans but also follow-up, has been less than expectedat appraisal. Also, there was a lack of coordination of timing of equipment delivery andconstruction progress of selected facilities, as well as problems of scale of some equipment,from the outset. Consequently, some of the ordered equipment did not fit in the designated

2Major changes were made in the civil works design post-appraisal, which contributed to the large costoverrun.

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areas, and the use of the space in the facilities had to be changed.3 Moreover, the goodsprocurement component (CDB-financed) has encountered numerous technical, financial andlogistical difficulties.

vii. According to a consultant report on the equipment procurement component, in 1993,35 percent of the purchased equipment was not in use because of being unsafe, having missingparts, teachers' unfamiliarity with equipment, and/or lack of instructional manuals. The unitcost of almost all procured furniture and equipment was 20% - 50% higher than expectedbecause of the funding arrangement (which did not permit access to high quality, relatively lowcost suppliers of technical and vocational education equipment). Originally, it was anticipatedthat CDB funds for procurement of furniture would have stimulated the local/regional furnituremanufacturing, however, efforts to attract local/regional bids proved unsuccessful. As CDBconcurs, in hindsight, it would have been more beneficial to the countries to use IDA funds tofinance this component. However, at appraisal, given the fact that OPEC funds wereconstrained to the financing of civil works, and the assumption that bulk procurement of goodsbe handled by CDB made any other financing arrangement difficult. Additionally, lack ofpolitical commitment and insufficient project support have led to the shortfalls in execution ofseveral major components related to technical assistance: (i) the establishment of the envisagedRegional Training Board to promote consistency of approach to technical and vocationaleducation throughout the OECS subregion; (ii) adoption of selected cost recovery mechanismsto ensure sustainability of technical and vocational programs; and (iii) establishment of a LaborMarket Information System to contribute to improved relevance of technical and vocationaleducation to labor market needs. Although three countries produced labor bulletins, lack ofdirect project financing for this activity, coupled with shortages of staff at the country-level,hampered establishment of the planned systems, and the conduct of annual labor surveys.

Project Sustainability

viii. The results of the Project were mixed. The initial project design of 1985underestimated costs, particularly in the civil works component, and did not provide adequateattention to the need for coordination of the architectural designs, and procured equipment andfurniture. Also, at the outset, insufficient attention was given to the role of technical andvocational MPTCs within each country, given the existing education infrastructure. There wasa lack of commitment among the countries to adopt the new curriculum, especially in the "core"subjects. Most countries preferred maintaining their own core curriculum. Moreover, the roleof technical and vocational education, particularly at the junior and secondary level, is beingreassessed in these countries as elsewhere in the world. Problems of accreditation of thedeveloped courses as well as of existing courses undermined the training recognition on thelabor market. Therefore, optimum use of MPTCs, which were originally introduced as anattempt to provide cost-effective training to surrounding feeder schools, is likely to be,redefined in the future.

3 For example, the size of the Hotel Training Unit at the Technical College in St. Kitts and Nevis aswell as the floor area of the planned library at the Goodwill Junior Secondary School in Dominicawere significantly reduced because of budgetary constraints. The library at Goodwill JuniorSecondary School is now being used as a principal's office.

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ix. The sustainability of the Project is questionable. For example, the envisaged costsaving and cost recovery measures were abandoned as a result of the poor quality of consultantreports generated by the project, and insufficient government commitment. The establishedLabor Market Information Systems in three selected countries have already ceased to operatebecause of lack of funding, coupled with shortages of trained staff at the country-level. Effortsto establish the envisaged Regional Training Board, which has now been superseded by theOECS Reform initiative, have been undermined by insufficient project resources, and lack ofcommitment by the few established National Boards.

x. Local institutional capacities were not strengthened. The Project did not achieveenvisaged transference of implementation skills from project management headquarters to thefield. Also, lack of clear transition guidelines in respect of the follow-up procedures afterproject completion are likely to hamper the progress initiated under the project. During thelife of the project, routine supervision activities were carried out through the CDB with part-time support of the national project coordinators. Since the completion of the project, thenational coordinators who were appointed by the respective Ministries of Education haveceased their supervision activities. Respective budgets and human resource plans should havebeen revised to assist the MOE's with the project follow-up responsibilities, post-completion.

Lessons Learned

xi. The main lessons learned from the review of this operation are the following:

* The Association should have more closely assessed the Borrower's implementationcapacity, and carefully evaluated the local procurement and project implementationcapabilities at the time of project design. At appraisal, it was deemed that contracting of aCDB in-house procurement specialist would suffice to resolve all procurement issues. Inpractice, CDB would have been better off causing the beneficiary countries to contract theservices of a common procurement agent other than CDB.

* Appointment of a full-time project manager in each participating country was essential toensure the smooth operation of daily activities, as well as to closely monitor theperformance in relation to the initially-set out project objectives. Project managers andProject Implementation Team staff should have been trained in order to familiarizethemselves with the Association and Borrower's procedural guidelines.

* Architectural designs should have been considerably advanced and agreed upon at the timeof negotiations, and should have been done by reputable architectural firms.

* Adequate provisions for preventive maintenance and repair work for all project-supportedfacilities should have been made in the annual Government budget. According to a civilworks review, due to lack of maintenance within two years of completion, many facilitiesrehabilitated under the Project were indistinguishable from those never rehabilitated.

* Most suitable use of each cofinancier funds should have been carefully assessed atappraisal. Use of IDA resources for technical and vocational training equipment wouldhave provided access to high quality, and low-cost suppliers.





PART I. PROJECT IMPLEMENTATION ASSESSMENT

Project Objectives and Description

1. Project Objectives: The project was designed to improve the quality and number oftrained manpower in the technical and vocational areas in five of the OECS member states, thatis, the Commonwealth of Dominica, Grenada, St. Kitts and Nevis, St. Lucia, and St.Vincentand the Grenadines, by seeking to (a) improve the quality of facilities and instruction, (b)expand training capacity, and (c) enhance management of the education sector. A regionalapproach was taken to achieve the expected improvements, through: (i) the advice onarchitectural designs for the construction of new workshops, classrooms and multi-purposetraining centers, expansion or rehabilitation of existing technical and vocational school orcollege facilities - a total of 22 sub-projects, (ii) the purchase of related furniture andequipment, and (iii) technical assistance for fellowships and consultancy services.

2. Project Components: In order to attain these objectives the project includedconstruction of six multi-purpose training centers in all countries except Dominica (each centeroffering between eight to 12 workshops), limited renovation of eight senior and juniorsecondary schools in Dominica (each school offering two or three workshops), limitedrenovation and extension of six projects associated with the community colleges, and in St.Vincent the construction/reconstruction of two facilities providing specialties in one vocationalarea (Appendix C.2); plus, the purchase of related furniture and equipment for each supportedor assisted project school, and an initial stock of consumable supplies/spare parts to be used inequipment maintenance and in repair service programs. A program of regional and extra-regional training for Technical and Vocational Education Training (TVET) instructors,supervisors and maintenance technicians was offered to eighty-seven persons. All countrieswith the exception of Grenada, exceeded the original budgets for training by amounts rangingfrom US$20,000 (St. Kitts and Nevis) to US$82,000 (St. Vincent). Technical assistance wasprovided to support 102 staff months of consultant services to help establish in each projectcountry a Labor Market Information System (LMIS) with cross regional linkages; to establish aRegional Training Board (TRB) aiming to explore regionwide standardization of curricula,course syllabi, institutional management policies, and planning procedures; and to conductfeasibility studies on cost saving/cost recovery measures in the education sector in allbeneficiary countries.

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3. Linka,ee with Sector Strategv: The operation was the first IDA intervention ineducation in the sub-region. The Association's support in the vocational/technical educationsub-sector, was consistent with the OECS Governments' priorities to produce a morestandardized education system to increase labor productivity, mobility and industrial output,and to improve the quality of goods and services across the region. The Governments'education sector development programs called for expanding and upgrading skills training tomeet critical manpower needs in the industry, commerce, agriculture, and service sectors,while addressing issues related to increasing quality and efficiency of training programs. TheTVET experience provided pertinent input to the development of the OECS Education ReformStrategy (OERS), which was endorsed by all OECS member governments in December 1991.

Achievement of Project Objectives

4. As Table 1 in the Statistical Annexes shows, only the Project's physical objectiveswere substantially achieved. All 22 sub-projects as well as procurement of related equipmentand furniture were completed upon closing of the project, albeit with serious cost overruns andsome delays. The sector and social objectives were partially achieved, in so far that theProject contributed to implementing the countries' education sector development programaiming to improve the quality and number of trained manpower in the region throughincreasing access to technical and vocational education facilities, and improving the trainingcurriculum to include upgraded workshops or courses on auto mechanics, woodwork, typing,hotelerie, etc. An estimated 4,515 students attended TVET training provided by the variousMPTCs, as well as selected junior and secondary schools, and about 1,500 students attendedcourses offered by post-secondary and college facilities (Appendix 2.2 of CDB's report, p63).A total of 980 person-months of fellowship training was provided to a total of eighty sevenpersons under the Project, and only three people did not complete their training programs(Appendix 2.3, p67). The two objectives related to the sustainability of the Project, whichincluded developing and instituting effective cost saving and cost recovery measures, andstrengthening of the institutional capacity in the education sector (i.e. LMIS, Regional TrainingBoard), however, were not achieved. Additionally, the public sector management objective tobuild project implementation capacity at the local level, as originally envisaged in the SAR,was also not realized. These latter three areas warrant particular attention during thepreparation and implementation of the next education investment operation in the region.

Implementation Record and Major Factors Affecting the Project

5. Civil Works: Changes in the original designs and ultimately utilization of selectedcivil works, coupled with considerable lags (an average of 30 months) for various reasons inconstruction/ renovation, and insufficient overall supervision of the Project by all parties,contributed to the major implementation problems. These have included: (i) considerable costoverruns in selected works, reaching up to 100 percent in the largest facility financed (SirArthur Lewis Community College in St. Lucia); (ii) arrival of equipment and furniture farahead of building readiness, necessitating long term storage and resultant expiration ofsuppliers' guarantees, remedies for non-compliance with specifications, deterioration ofequipment (e.g. rusting); (iii) lack of coordination of scale of revised works, and equipment,resulting in non-fit of some major equipment, (iv) inadequate attention to natural lighting and

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ventilation, and to safety and security of facilities, and (v) inadequate attention to traditionalbuilding practices and specifications, leading to relatively high cost designs and operating costs(e.g., need for artificial lighting, air conditioning). The Credit Agreement stipulated, as acondition of effectiveness, that the procurement of works should have been consistent with the"Guidelines for Procurement under IBRD Loans and IDA Credits" issued in May 1985 (andsubsequently reissued in May 1992), which required the contracting of qualified people orfirms to carry out the architectural drawings. In practice, however, most of the final designdrawings (including civil works blueprints, electrical systems and related cost studies) werecarried out by the local governments' own technical personnel who did not have enoughexpertise and experience with architectural and engineering design of technical/vocationalfacilities. Furthermore, these government staff took on the preparation of final drawingstogether with their day-to-day routines with only limited technical assistance from specialistsand advice from vocational subject matter teachers. The Association was never consulted toapprove the final design drawings, except in the case of the Sir Arthur Lewis CommnunityCollege when the Association was asked to approve the tender for the substantially revisedarchitectural design plans to be procured on the basis of International Competitive Bidding.IDA supervision reports, however, did not identify any civil works problem until later in theproject implementation phase - July 1992, hence, leading to the conduct of an independenttechnical review in 1993, and subsequent implementation of an Action Plan to remedyproblems. Appendix C.3 lists the actions by project subcomponent and identifies eachinstitution's responsibility.

6. Equipment and Furniture: Even though procurement of virtually all equipment andfurniture under the project was completed, all countries have experienced problems rangingfrom selection and procurement of furniture and equipment through their delivery, placementin operation and follow-up with suppliers. In the selection of goods, Governments' choice andcontrol was often significantly bypassed in the interest by the project procurement adviser ofachieving economies of scale through bulk purchases. In selected cases involving theprocurement of numerous goods, such as blackboards, beds, iron boards, and storage bins,relatively expensive imports substituted for locally available more economical and acceptableproducts. Finally, inadequate attention was given in the project design to ensure that allproject-procured equipment was properly and safely installed and functioning, and that staffwere trained in its appropriate use, albeit this was partially addressed in a regional workshopheld in the final year of implementation, as an integral part of a detailed Action Plan.

7. An independent technical review carried out by a consultant in 1993, indicated thatabout US$1.0 million of the US$2.8 million equipment procured with CDB financing was non-usable due to problems of missing parts, or not used because of teachers' unfamiliarity withequipment, lack of instruction manuals, and inappropriate equipment. Additionally, overallequipment costs far exceeded international market prices, in large part due to the fact that theleast-cost, high quality suppliers of technical and vocational equipment are not CDB membersand hence could not participate in the procurement process. As a result the unit cost of almostall the furniture and equipment procured under the project was 20% to 50% higher thanexpected, reducing the quantities and range of items that could be purchased with the allocatedfunds. A detailed Action Plan which was developed in April 1993 to redress serious problemsin the equipment and furniture component as well as the civil works component has largelybeen accomplished with Credit financing support (provided via a Credit amendment). Sinceformulation of the Action Plan, the Project has been supervised through close contact with

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CDB, in collaboration with the development of the proposed new Basic Education ReformProjects (to be cofinanced with CDB) in select OECS countries.

8. Fellowships: A total of eighty seven persons received 980 person-months of trainingunder the Project covering a wide array of specialties including: agriculture, mechanics,plumbing, electronics, welding, carpentry, college instruction and supervisors training course,home economics, and TVET). This was significantly more than the originally planned 632person-months because of lower training costs due to the devaluation of the currency inJamaica, Trinidad & Tobago, and Guyana. Only three people did not complete their trainingprograms. The vast majority of project supported trainees presently hold positions in theteaching profession, fifteen have been placed in supervisory positions, and one person joinedthe MOE in St. Vincent and the Grenadines. This successful output is all the more notablegiven the numerous difficulties encountered during the implementation period (such asidentifying and appointing qualified candidates, dearth of TVET training programs inCARICOM, etc.).

9. Curriculum Development: The overall technical and vocational curriculum situation atproject close remained non-optimal. Delays in formulation and implementation of the project-developed Pre-Vocational Education Programme (PVEP) at the secondary level, and thevocational curriculum for the post-secondary schools precluded any evaluation of theirsuitability relative to needs, prior to project closing. And substantial delays in Governments'submission of requests for additional or complementary equipment and supplies, spare parts,etc. to support the curriculum and to address gaps resulting from earlier procurement problemsprecluded full use of available Credit resources for this important component.

10. Notwithstanding the above, with the financial assistance of the British DevelopmentDivision, the PVEPs for lower (junior) secondary students are now operating (albeit at varyinglevels of effectiveness and efficiency) in all participating countries. Also, the programs of thetertiary level facilities developed under the project are now fully operational. In collaborationwith GTZ, new curricula were produced for the post-secondary level, including BusinessStudies and Accounting and Secretarial with a common 1 year of core courses in Electricityand Electronics. However, lack of accreditation of some of the College courses by theAssociation of Caribbean Tertiary Institutions threatens the long term sustainability of theTVET programs. And by project close, the majority of Governments had recognized the needto carefully reassess the whole area of technical and vocational education in the context of theirnew commitments to basic education for all, and to subsequently modify existing programs, toensure consistency with such objectives.

11. Institutional Development: Shortfalls in execution of the following major projectactivities hampered the full achievement of project objectives, in particular those related toinstitutional development. The project laid the groundwork for labor market informationsystems to provide needed linkages and feedback between TecVoc training and the labormarket; and three countries (St. Vincent, St. Lucia and Grenada) produced labor bulletins.However, the lack of direct project financing for this, as well as shortages of staff at thecountry-level, hampered actual establishment of the planned systems, and the conduct of annuallabor surveys on which they depend. Weak consultant reports (para. 12), and insufficientGovernment commitment or incentives, led to the abandonment of the envisaged cost recoveryand savings measures intended to ensure program sustainability. Attempts were made toestablish the envisaged Regional Training Board (RTB) to coordinate TecVoc programs across

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the OECS, building on experience gained by the project in establishing, with difficulty, severalNational Boards; and a few regional meetings were held. However, insufficient commitmentto such a Board, and insufficient project resources to build the requisite policy constituency,ultimately undermined such efforts.

12. Implementation Agencies: CDB through the establishment of the ProjectImplementation Team (PIT) was responsible for the overall execution of the project. Since thiswas the first time that CDB implemented a project in the education sector, reliance on thecontracted consultant team was important. National project coordinators, appointed by thegovernment in each of the five sub-project countries, were in charge of overseeing the dailyimplementation of the local projects. The PIT was headed by a project manager appointed byCDB, and supported by CDB staff, a CDB appointed architect (available to supervise the civilworks component on a part time basis), and a team of technical specialists contracted throughILO. The technical team comprised a Vocational-Technical Advisor, Procurement Specialist,Education Finance Specialist, and Manpower Specialist. With the exception of the ManpowerSpecialist, the overall performance of the consultancy team was unsatisfactory. ILO had beenawarded the consultancy contracts based on the technical merits of its proposal; however, whenthe cost was negotiated, the quality of the original proposal was allowed to be downgraded(e.g., substitution of candidates and reduced contract terms). In hindsight, under thesecircumstances, it would have been better to select the second ranked consulting firm.Additionally, lack of clear Terms-of-Reference, and delays in contracting the respectiveconsultants have contributed to the less than satisfactory results of this component. While theSAR and Credit Agreement (Schedule B, Section II) stipulated that contracts for technicalassistance (TA) would be awarded in conformity with "Guidelines for the Use of Consultants"issued by the Association in August 1981, with each eligible country having a reasonable timeperiod to object to proposed TA firms, neither the Governments nor IDA were consulted in thefinal selection process. Nevertheless, no actions were undertaken by IDA to address this non-compliance with procurement guidelines.

13. From the outset, (i.e. identification and preparation phases), the Association did notfully involve the participating countries. For example, in Grenada all secondary schoolsalready had TecVoc programs; therefore, it was unclear how the country was going to utilizethe MPTCs. In addition, there were shortfalls in appraisal and supervision. The initiallyplethora of governments involved, and the respective financing organizations approached, aswell as disagreements about the location and function of the PIT have caused delays in projectappraisal. Changes in project content and management during project implementation shouldhave been, but were not discussed in detail with the project beneficiaries, Association andBorrower in order to justify their approval. While it was agreed from the early project designphase that all equipment and furniture be CDB-financed, in practice, this had an adverse impacton the efficiency and effectiveness of procurement. Originally, it was anticipated that CDBfunds for procurement of furniture would have stimulated the local/regional furnituremanufacturing, however, efforts to attract local/regional bids proved unsuccessful. Moreover,the pool of permissible suppliers for CDB-financed goods is smaller than that for IDA;consequently, governments were ultimately negated access to many manufacturers which couldhave provided superior quality, and more reasonably priced equipment and furniture. As CDBconcurs, in hindsight, it would have been more beneficial to the countries to use IDA funds tofinance this component. However, at appraisal, given the fact that OPEC funds wereconstrained to the financing of civil works, and the assumption that bulk procurement of goodsbe handled by CDB made any other financing arrangement difficult. Finally, even though

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coordination between the CDB and the sub-borrowers, i.e. the OECS Government's executingagencies, was generally good, no formal procedures were adopted to secure written approval ofpreliminary/final drawings for project financed civil works. The frequent failure of exchangeof formal written communications and preference for verbal exchange contributed tomisunderstandings and problems encountered in implementation.

Project Sustainability

14. The project has expanded access to technical and vocational training in the OECSregion, and improved the quality of numerous facilities, and the number of trained TecVocteachers. However, factors which were critical for project sustainability relating to enhancingsector management and national institutional capacities (involving, for example, theestablishment of National and Regional Training Boards) as well as finding accreditation forthe training programs, and development of a Labor Market Information System and costsaving/recovery measures were not achieved. The anticipated link with the private sector viaNational and Regional Training Boards in terms of defining needed job skills and sharing in-service training with prospective employers has not been established. Also, since thecompletion of the project, the PIT has been dismantled and national project coordinators haveceased supervisory activities. While the respective Ministries of Education have now, de facto,inherited the management of the project, no specific entity within the MOE was trained, norassigned to follow up on the project's progress.

15. Additionally, continued fiscal constraints in a large number of the OECS countries, theheavy dependence on external consultants used throughout the project implementation process,and insufficient available qualified TecVoc staff in the local Ministries of Education, are likelyto hamper the progress initiated under the technical and vocational education project. The tightbudgetary situation, coupled with a shift towards improving the basic education system acrossthe region, raises serious doubts on the future sustainability of the project. Discussions arebeing held within the region to evaluate whether a limited number of specialization centers inselected countries (rather than in each individual country) would not be a more efficient way ofmaintaining the benefits achieved through the project. The feasibility of operationalizing thesepropositions needs to be explored. Also, the generally high unit per pupil cost of thetechnical training programs raises questions of efficiency and equity.4

Association Performance

16. The total time allocation on pre-Board activities was 46 staff weeks (SW) excludingsupport departments time, during the FY85-87 period, which averages to about 15 SW peryear.5 The average time allocation to supervision activities was only 6 SW per year during

4 For instance, in St. Lucia, the recurrent education expenditure per pupil at the tertiary level wasalmost 10 times that of the primary education in 1992/93.

5 The contribution of Legal Department time while relatively standard at the earlier phases of theproject cycle, dramatically increased between Signing and Effectiveness of the Credit Agreement dueto the regional nature of the project -- each individual agreement needed to be reviewed and discussedseparately by IDA.

7

FY87-94, which is considerably lower than the Bank's norm of 11 SW annually in theeducation sector. On average, one supervision per year was carried out, except in 1989 whentwo supervision missions took place, and in 1993 when three successive missions visited thecountries in order to resolve the implementation problems, particularly in terms of completingthe civil works component and addressing equipment difficulties. During the first four yearsof project implementation, all supervision missions were undertaken by one single IDAcontracted consultant specialized in the education sector, without expertise in civil works andengineering which were focal points at the early project implementation stages. Also, theconsultant made limited country visits, concentrating his supervision at CDB in Barbados; andfield work was focused on "crisis management", not execution oversight generally. Though thesupervisions reports were adequate and in accordance with official guidelines, ratings were toooptimistic (see para 20). In addition, while the SAR stated that joint supervisions missionswould be conducted annually, no IDA staff participated in a joint CDB/IDA mission until1993, further contributing to the lack of clear definition of responsibilities between the twoagencies.6 As a result, there was a sense of confusion and misunderstanding between thefinanciers, which has negatively impacted the civil works (IDA financed) and equipment (CDBfinanced) components. However, serious problems in these two components have beenredressed following the formulation of an Action Plan in 1993, and subsequently, the Projecthas been supervised through close contact with CDB, in collaboration with the development ofthe proposed new Basic Education Reform Projects (to be cofinanced with CDB) in selectedOECS countries.

17. At appraisal time, a comparative analysis should have been performed about theprocurement guidelines of each financing agency to determine which would have been the mostappropriate to finance equipment and furniture. Project financing allocations should have beenbased on each respective financier's comparative advantage in the relevant technical andadministrative areas rather than an imposed selection of components. An amendment to theCredit Agreement was approved on October 6, 1993 to finance with the proceeds of the on-lentconcessional loans to the respective beneficiary countries, unexpected expenditures incurred inthe purchase of goods and consultant services (including training and technical assistance) andthe conduct of minor civil works with the overarching objective of ensuring the safety andsecurity of facilities and equipment.

Borrower Performance

18. The project was the first IDA lending operation in the education sector executed by theBorrower. The Borrower's decision to have the PIT in-house was adopted in order to facilitatethe implementation of the bulk procurement of goods, however, the Borrower should haveinsisted in the contracting of a procurement agent. Whether this would have achieved thedesired economies of scale is another issue. The advantage of having the PIT in-house wasthat the Borrower was able to familiarize itself with IDA procedure guidelines, and to maintainclose contact with the national project coordinators. The downside, however, of having an in-house PIT resulted in a reduced transfer of institutional capacity at the regional level.Consequently, the OECS Governments did not gain experience with Association-financed

6 In October 1990, however, the IDA contracted consultant participated in a joint mission to conduct anintensive mid-term assessment of Project implementation.

8

project execution, including procurement, disbursement, and other procedures. The fact thatCDB acted both as a financing agency and a project executing agency conflicted with its ownadministrative procedures (e.g. equipment procurement guidelines) reducing its effectiveness inproject implementation. For example, in the area of furniture and equipment, the limnitation ofonly being able to procure goods from regionally recognized suppliers has resulted in thepurchase of more expensive and/or inadequate goods. Lack of adequate supervision of thenational procurement process has caused major gaps between the order of goods and facilityrequirements. In addition, the guidelines in regards to the preparation of architectural designswere unclear, which resulted in the approval of blueprints below minimum acceptable standardnorms. Lastly, applications from participating countries for reimbursement of project-relatedexpenditures were kept by the Borrower's office for long periods before processing, causingcontractors not to be paid on time.

19. While CDB staff regularly visited the countries, no aide-memoires or other formal typeof documents were produced reporting any project implementation deficiencies in the earlyyears of project execution. Almost exclusive reliance on verbal communications existed.Moreover, when participating countries began to document problems with equipment, theresponse time was delayed. Consequently, there was no formal agreement between the lenderand Borrower (including sub-borrowers) about the corrective actions to be taken until the lastyear of the project implementation phase as detailed in a 1993 Action Plan.

Assessment of Outcome

20. Over the life of the project, the attainment of development objectives was rated highlysatisfactory, except at the time of the last mission when it was rated unsatisfactory, whereas theimplementation status was primarily rated satisfactory, except in July 1991 when theimplementation status was rated highly satisfactory. The implementation status rating in 1991was overly optimistic given an average of almost 30 months delay in the completion of the civilworks component. While expanded access of training was achieved and the construction of allfacilities has been completed, the institutional strengthening objective and sector managementrelated objectives were not achieved as anticipated.

21. Potential problems in the areas of civil works, and equipment were not adequatelyidentified at the appraisal stage nor were they actually recognized until the very latter stages ofproject implementation, when the options for remedying them were more limited. With theIDA Credit amendment, a reallocation of unallocated funds of the separate on-lendingagreements with the respective beneficiary countries has corrected some of the more acuteschool infrastructure and equipment problems. In spite of the aforementioned implementationdifficulties resulting in significant cost overruns, two factors favorably impacted the completionof the project: (a) the appreciation of the originally approved SDR credit amount from US$6.0million equivalent to US$6.5 million equivalent; and (b) the ability of the Government of St.Lucia to raise about 80 percent of the additional local funding needs (US$2.0 million) to coverthe unanticipated expenses incurred in the technical addition to the SALCC. The outstandingbalance was financed through a supplemental loan provided by the CDB to the Government ofSt. Lucia in January 1994.

9

Future Operation

22. In order to reap fully the benefits from the pi aject across the region, it is critical toensure that the TecVoc activities initiated under the Project are carefully reassessed andmodified in light of evolving education sector needs, and sustained, as appropriate, as anintegral part of each country's education program. Experience has shown that because of lackof maintenance and repair programs, many facilities rehabilitated under the Project wereindistinguishable from those never rehabilitated, within two years of completion of the civilworks. Therefore, it is essential that adequate funds be earmarked in the annual Governmentbudget to cover maintenance/repair and other recurrent expenses to keep facilities fullyoperative. Additionally, the Governments in the respective countries now are exploring cost-recovery options for ensuring continuity of the TecVoc programs. IDA policy with regard totechnical and vocational education has changed since the project was originally designed, andemphasis is now placed on ensuring that all children through lower secondary level have accessto solid basic education, which is the thrust of the proposed new Basic Education ReformProjects in the OECS countries.

Key Lessons Learned

23. The Project has stressed the necessity for future Association and World Bankoperations in the region to link project objectives to the broader sector policy and macroeconomic objectives to enhance overall political and fiscal commitment to the project, andhence in execution; and to relatedly, ensure that the policy environment within which theproject operate is supportive of project objectives and enables conduct of systemic andinstitutional reform. Key lessons learned are to: (a) carefully evaluate the local procurementand project implementation capacities at the time of project design to ensure that adequate andtimely institutional support is available for smooth operation of the project; if economies ofscale are to be pursued then the countries should have had access to a common procurementagent other than CDB; (b) appoint a full-time project manager in each participating country tooversee daily operations, as well as to closely monitor the performance in relation to theinitially-set out project objectives; and provide training to key implementing persons (e.g.,Project Managers and PIT staff) in order to familiarize themselves with the Association andBorrower's procedural guidelines; (c) ensure that architectural designs are considerablyadvanced and agreed upon at the time of negotiations, and are done by reputable architecturalfirms; (d) ensure that adequate provisions are made for preventive maintenance and repairwork for all project-supported facilities in the annual Government budget; and (e) carefullyassess the most suitable use of each cofinancier funds at appraisal; use of IDA resources fortechnical and vocational training equipment would have provided access to high quality, andlow-cost suppliers.

11

PART II. STATISTICAL ANNEXES

Table 1: Summary of Assessments

A. Achievement of objectives Substantial Partial Negligible Not applicable

Macro Policies 0 0 0 ElSector Policies 0 El0 0Financial objectives 0 0 ElJ 0Institutional development 0 10 El 0Physical objectives H30 0 0Poverty reduction 0 10 0 ElGender issues 0 0 0 ElOther social objectives 0 E3 01 0Environmental objectives 0 0 0 EPublic sector management 0 0 El 0Private sector development 0 0 0 El

B. Project sustainability Likely Unlikely Uncertain

0 0

HighlyC. Bank performance satisfactory Satisfactory Deficient

Identification 0 0 ClPreparation assistance 0 21 [3Appraisal 0 0 I3Supervision 0 0 l

HighlyD. Borrower performance satisfactory Satisfactory Deficient

Preparation 0 3 [ElImplementation 0 0 E0Covenant compliance 0 [El 0Operation (if applicable) 0 0 0

Highly HighlyE. Assessment of outcome satisfactory Satisfactory Unsatisfactorv unsatisfactory

0 0 El! 0

12

Table 2: Related Bank Loans/Credits

Year ofLoan/Credit Title Purpose AprvaMtau

Preceding operations in lending program

none

Following operations in lending program

1. Loan/Credit Basic Education Reform Project, St. Lucia 1995L

2. Loan/Credit OECS Region Basic Education Reform Project 1996L

Table 3: Project Timetable

Date actual!.:!Ž i;:; it :l s.p! 9nni: i} t 7 i: 0 i0iDate planned latest estimate

Identification (Executive Project Summary) n/a Aug 1984Preparation Feb 1985 Apr 1985Appraisal Aug 1985 Jan 1986Negotiations n/a Mar 1987Board presentation Apr 1987 Apr 1987Signing May 1987 May 1987Effectiveness Dec 1987 Dec 1987Midterm assessment Sep 1990 Sep 1990Project completion Jun 1993 Dec 1993Credit closing -- -- Dec 1993 Jun 1994

Comments:

The actual preparation and appraisal dates as referred to in the SAR lag from the originallyplanned dates as stated in the Project Brief of May 9, 1985 because of the complexity of the project, the plethoraof governments involved (Dominica, Grenada, St. Kitts and Nevis, St. Lucia, and St. Vincent and the Grenadines- Antigua, British Virgin Islands and Montserrat were also initially being asked to join the Project under non-IDAsources), and the respective financing organizations (i.e., IDB, CDB, OPEC) initially approached.

13

Table 4: IDA Credit Disbursements: Cumulative Estimated and Actual

(US$ million equivalent)IDA FY 1988 1989 1990 1991 1992 1993 1994 1995Appraisal estimate 0.6 1.6 3.1 4.6 5.6 6.0Actual 0.8 1.6 2.0 3.7 5.4 5.8 6.1 6.3Actual as % of estimate 133% 100% 65% 80% 96% 97%Date of final disbursement: February 13, 1995

Comments:At appraisal, the Credit was expected to be disbursed over a six year period with last

disbursement taking place on June 30, 1993 (0.5 year prior to the Credit Closing Date, which originally wasplanned for December 31, 1993). In reality, the funds made available under the Credit were disbursed at a slowerrate than foreseen during the FY90-91 period. The subsequently approved Credit amendment (October 1993)authorized reimbursement of eligible expenditures pertaining to civil works, goods and services provided to theparticipating countries prior to the revised Closing Date of June 30, 1994. This represented a 0.5 year lag overthe original planned life of the Project, excluding the "on an exceptional basis" authorized eight-months interimperiod (standard time is four months) between Credit Closing and closing of the Credit Account. This exceptionalperiod was granted because of recognition of the fact that both the borrowing agency as well as sub-borrowingcountries had difficulties in complying with IDA's disbursement requirements in providing the requisitedocumentation along with the withdrawal applications for requesting reimbursement of eligible expenditures.

14

Table 5: Key Indicators for Project Implementation

I. Key implementation indicators in SAR Estimated Actual Variance- : --------------_------- Completion Date Completion Date Months

1. Civil WorksConstruction drawings finalized March 1988 December 1990 33Advertise and issue documents May 1988 November 1990 30Award construction contracts

start July 1988 March 1989 8completed November 1988 April 1991 30

Initiate construction January 1989 April 1989 3Complete construction June 1990 April 1993 34

2. Equipment/FurnitureEquipment and furniture lists finalized December 1988 November 1988 -1Specifications and cost estimates March 1989 November 1988 -4Bid documents completed April 1989 October 1989 6Advertise and issue documents June 1989 April 1990 10Complete bid analysis September 1989 February 1990 4Award contracts October 1989 April 90-March 91 6-17Receipt and installation August 1990 September 1993 37

3. Technical AssistanceTerms of reference for consultants March 1987 March 1987 0Appointment of Project Coordinator March 1987 August 1987 5Appointment of Architect September 1987 October 1987 1Consultants

- VTE Advisor September 1987 December 1987 3- Procurement Specialist November 1987 April 1988 5- Education Finance Specialist December 1987 April 1988 4- Manpower Specialist January 1988 May 1988 4

Fellowships- Supervisors September 1988 June 1994 70- Instructors (short term) September 1989 June 1989 -3- Instructors (long term) June 1990 *August 1995 62- Maintenance Technicians June 1990 August 1990 2

Comments:

* The Credit to finance the fellowships component was used through the Summer of 1994. In St. Vincentand the Grenadines, where fellowships extended to 1995, the Credit proceeds were allocated to the financing ofthe first two years, and the Governrment covered the expenses related to the final, third year.

15

Table 6: Key Indicators for Project Operation

Key operation indicators in SAR: none

Table 7: Studies Included in Project

Purpose as definedStudy at appraisal Status Impact of Study

..............................................................................................................................................................................................................................................

Cost-Savings & Cost Development of measures Completed, noneRecovery Component resulting in cost reduction but inadequate

without adversely impacting guidance forthe quality of education. practical actions.

* Equipment Procurement Technical review to respond Completed, Basis forComponent to urgent need to address but only partial credit

procurement problems. implementation of amendment.recommendations. Positive

improvementin equipmentsituation.

* Civil Works Component Technical review to assess Completed, Positive,status of civil works. including cost especially

estimates for catalyzing thepriority actions. introduction of

facilitiessafety andsecuritymeasures.

.........................................................................................................................................................................................................................................

Comments:

The asterisks marked studies were not originally planned at appraisal, but were subsequentlyadded to address implementation problems in the equipment and civil works components, and to guide thedevelopment of an Action Plan, which was largely fulfilled.

16

Table 8A: Project Cost (US$ million equivalent)

(Net offTaxesnDutDes) ....Appraisal Esthmt ... d simate A.tul .

LcalI Foreign Tota Local oreignt Total Local Foreign TotalItem ..st. ot. ... tScostS. CoSts:!:Dominica 0.5 1.0 1.5 0.6 1.0 1.6 1.0 1.0 2.0Grenada 0.4 1.0 1.4 0.4 1.1 1.5 0.5 1.1 1.6St. Kitts/Nevis 0.6 1.3 1.9 0.7 1.4 2.1 0.9 1.7 2.6St. Lucia 1.0 2.6 3.6 1.1 3.0 4.1 3.1 3.0 6.1St. Vincent/the Grenadines 0.8 2.2 3.0 0.9 2.5 3.4 1.0 2.7 3.6TOTAL BASE LINE COSTS 3.3 8.1 11.4 3.7 9.0 12.7(1986 Prices)

Physical Contingencies 0.3 0.8 1.1 0.2 0.4 0.6Price Contingencies 0.1 0.4 0.5 0.1 0.2 0.3TOTAL PROJECT COST 3.7 9.3 13.0 3.9 9.6 13.5 6.5 9.5 16.0Note: Totals may not add up due to rounding

1/ Revised estimate is based on Credit amendment, and takes into account the appreciation of the SDR vis-a-visthe US$ assuming a prevailing explicit exchange rate of US$1.36 = I SDR as of February 15, 1995. Atappraisal time the prevailing exchange rate was US$1.25 = 1 SDR.2/ The local/foreign cost breakdown for revised and actual figures is not readily available; therefore, distributionat appraisal time is assumed, except for St. Lucia actual data.

Table 8B: Project Financing

(US$ million euivalent)Appraisal Estiwat R :evie stimate Actua

:E Local Foreign iTotal Local Foreign ot.al Local Foreign TotalSource costs costs costs .costs costs costsIDA 0.9 5.1 6.0 1.0 5.5 6.5 1.0 5.3 6.3Cofinancing institutions:CDB 0.6 2.2 2.8 0.7 2.1 2.8 0.6 2.3 2.8OPEC Fund 0.5 2.0 2.5 0.5 2.0 2.5 0.5 2.0 2.5Domestic contribution. 1.7 0.0 1.7 1.7 1.7 4.3 4.4TOTAL 3.7 9.3 13.0 3.9 9.6 13.5 6.4 9.6 16.0

Note: Total may not add up due to rounding.

1/ The actual total project cost (US$16.0 million equivalent) is significantly higher than the originally appraisedcost (reevalued at US$13.5 equivalent). The increase reflects the important cost overruns in St. Lucia for thetechnical addition to the SALCC, which were financed by the Government.2/ Revised estimate is based on Credit amendment, and takes into account the appreciation of the SDR vis-a-visthe US$ assuming a prevailing explicit exchange rate of US$1.36 = 1 SDR as of February 15, 1995. Atappraisal time the prevailing exchange rate was US$1.25 = 1 SDR.3/ The local/foreign cost breakdown for revised and actual figures is not readily available; therefore, distributionat appraisal time is assumed.

17

Table 8C: Estimated Project Flnancing by Expenditure and Country1US$ .000 equivalent)

Source 1 4 -. ~~APPKAI3AL~-;--- 4-11VALUED.A!!RAISAL-~-.~. w=WK VLUEAlll DMN.41E It ------ CTU!Al-.-.- e-..---VAPIANCE-._________ IDA OPEC: CD vS,t Total .IDA OPLC OjDSSv.t:T.Wle IDA OPEC' lrDo.:ea:t.eal IDA. PC CISa . A0EC U,

Dominica I 75 500 ma 355 2 100 a0 62 30 o50 a0 mus 432 270 342 2 U-1goGreflada mm 0o 7 mmd m4 SOC 7 m7 :I to 500 76 334 tom Soo m3 731 .12 0-17St. KUMMovsM. 433 500 125 1.663 604 500 t21 1.123 sat Soo 125 lii3i 511 Soo 450 1.461 -i 0 -325St. Lae ia .233 So0 256 2.044 1,404 500 256 213 144 5025 ,3 ,3 a 2.171 4.023 43 0 -a1

MIlcass00 50 l33 1.52 31 0063 1.4 333 500 133 1.33 66 3 145 1.571 45 to Itm1

source 1 4 - APPRAISAL-.----3 .1 '-REVALUED APPRAISAL-9-. :,--*aVALUD:ASIENDUENT,-.-) - A C.TUAL----- ---- A3.EfIDA OPEC CDO Oval Tobtalj IDJ. 0PE[,C t55D 2 TaalW OPELC-. :COaU.o:Se : at jii D OPIEC: C0.vITelalI IDA: OPEC CODI: O5n(

Da"' t.. 430 4361 430 433 430 4231 430 4331 0sGrenada 347 2471 347 347 347 347 347 347 0

S.KNtaiMeVIe 3S2 352j 352 352 352 352 352 3252 S.Lucia 376 Sys 37 373 376 73 Sys I7T'S

SI.VMseant 795 735 735 yes 731 yes 735 7360Total 1 3 2336 3 263P 3 3 2.363 3 2.333 6 a 2.333 3 2.800 a a 2.333 3 2.336 6 a

source -ArPPKAI3AL. . VAI .4--REVALUED APPUAS6L 41 a-U VALUED.AIANDMN _.I: .' -ACTUAL.. --. -.. _V ARIACE-___________ MA OPEC CUEOB a oaj.0 Orac CD:: seb ide IDA. OPEC CDUSm Total I:W.OPCCU S;.oil D OPECCO Sw oat

D..IM lnc 63 163 1 77 1IT? 203 2032 203 2631 .25Grenada ISO I5SS 164 164 127 1271 127 127w 36St. KitIs,011"I 113 1121 23 123[ 133 132 133 133 10

S. Laea Iso 156 a64 16 235 23S Igo3 1Igo 4StYlnGest ISO 15 I6 asI 235 235 164 64 -31

Total 721 6 3 6 721 73M 6 a 6 7" 333 $333 17 0 S 3 617 -27 a 9 a

source. a- APPRAISAL- . 4-REVWALCUEDAPPRtAISAL-,~ I --. REVALUKD A#AglDmua!T!4~.: i4 C.-A-VAKIANCK--.___________ IDA OPElC._CDlI Ovat TetaI4 IDA:.' OPEC::'CDS: Ovat Total 1 IDA' ",OPEC Coo OvAil' Tebim :.AA::1DA OPC. .CD1B::Svmt:. -TeiaIDA W OPEC. CDR':: Oat

eaIcag 256 2531 232 232 232 262 I 237 267 I -5Grenada 260 2331 233 2623 23~3 232I 283 266 -

S.KIgIRlvM 32S 225 35S 2A61 35 2151 3 33 63 St.Vingent i g351 551 551 :51 351 556 556 ITotl 3 3 .33 .16 3 3 e's .13 .12..15 302.151 -25 6 6 a

Source j 4-- APPS1AESAL--I---. 4RffVA1LUI[D APPItAJpAL-.-x.w. T. 4. EVALUED AUENDISENT".6-. I 4-A CTU A -. 4AS IANCE..__________ I DAOPE CD Set Total JbA'._OPEf-CD1S GSwat : Tetl I.-A OPEC -CO5rn .Seatl:.: TeeaI .:IA-:OPEC': IOvmt :ToiiaI IDA.::OPEC CO3 Semi

DeaWeke 200 200 200 236 200 266 210 256 -'50Grenade S S Isoso 15" I5 56I10 131-tOS.KiflaAoiaeI 210 210 210 211210 213w 240 243 -30S.LocIa 220 220 220 2231 220 226 300 233 -30

St.VInsean 220 220 220 223 220 2 260 2S01 -60Total 1.333 1.636 a 3 3 1.663 1.331 ,06 1.333 3 3 3 1.233 ,3 6 6 3 -233

source4- APPKAU L. REANAL !! Ak-!L-. .-. 4 EVALUED AISWWD!sWXT-a: 4,-.ACTUAL ._ AKA*E4 WA OPEC COW Seat Totalj 10*-I OCEC.:.COS.:~.:a Total~ IDA OPEC: CDIS -Smibat.WA:D 0C Wm Oa Teid OPCCIS tDaah,Imiea 33 36 41 41 a 13 a3 26Grenada 33 33 '1 41 I 54 54 41 4aI SI. Lucia 213 213 232 232 172 172 10 109 122St. KttNeele 33 133 1 5 0I342 7 36as 60S -Total 123 A12 Ss: I 44 44 366 353 23IGRAND TOTAL I63339 25330 2.33 1736 123,63 3142 2596 23339 1733 13 S42 654 2,533 2330 1.733 126421 3311 2.432 2.663 4253 1. 2 3 3-.

Demlelca 534 50 430 230 .74 52 SO0 430 230 1.73821 172 100 430 230 174321 33 432 430 5:20 2 I -6 0 240Granada 5~35 500 347 226 ISOS 533 5OO 347 228 1.666 572 500 3407 226 1.34 164 500 347 253 t.334 -13 0 0 2

St. KNIttMIvis 3609 00 3 52 331 2..7 t... 500 352 335 2.2041 1.077 100 352 335 2.2341 1.040 500 352 630 2.582 -37 0 0 355St. Lucia 2.25t, 100 373 473 4.103 2.45S 500 876 476 4.3071 2.467 100 376 473 4.313 2.235 500 375 2.471 6.132 -170 0 0 1.335

St.Vlacent 1.663 100 731 363 3.371 1.645 100 ?3S 333 3.123' I.I54 S00 7359 3653 3.5321 I.32 410 735 425 3.552 .3 -tO 0 42

Mete: Al appraisal Ime ae l prevalhmg exchange rate (i.e. SI.2 teo I50D). In Ike elharthme scenarios. the prevailingexchanger rate (i.e. $1.3328 to ISDR) as of F ebruary 1I. 1331 for coneltaeney puarpoese.

18

Table 8D: IDA Credit Allocation

(expressed in SDR)

Category Credit Credit Actual BalanceAgreement Amendment Disbursed Undisbursed

(1) Civil WorksDominica 60,000 58,702 58,701 1

Grenada 70,000 79,078 79,078 0

StKitts/Nevis 370,000 375,284 375,283 1

St. Lucia 1,030,000 1,030,000 994,470 35,530StVincent & Grenadines 720,000 686,420 686,623 -203

Total 2,250,000 2,229,484 2,194,155 35,329

(2) FellowshipsDominica 130,000 148,696 148,685 11

Grenada 120,000 93,552 93,551 1

StKitts/Nevis 90,000 97,588 97,587 1

St. Lucia 120,000 172,380 117,086 55,294StVincent & Grenadines 120,000 172,716 142,704 30,012

Total 580,000 684,932 599,613 85,319

(3) UnallocatedDominica 30,000Grenada 30,000StKitts/Nevis 70,000St. Lucia 170,000StVincent & Grenadines 110,000

Total 410,000 0 0 0

(4) Consultant ServicesDominica 206,781 206,781 210,468 -3,687

Grenada 207,489 207,489 211,176 -3,687

StKittslNevis 260,467 260,467 264,154 -3,687

St. Lucia 481,271 481,271 484,958 -3,687

StVincent & Grenadines 403,992 403,992 407,679 -3,687

Total 1,560,000 1,560,000 1,578,435 -18,435

(5) Additional Elialble ExpendituresDominica 5,821 4,780 1,041

Grenada 39,881 25,275 14,606StKitts/Nevis 56,661 21,205 35,456

St. Lucia 126,349 75,337 51,012

StVincent & Grenadines 96,872 109,806 -12,934Total 0 325,584 236,403 89,181

Special Account 24,939 -24,939

TOTAL SDR 4,800,000 4,800,000 4,633,545 166,455

Comments: The Consultant Services overdraft of US$18,435 represents an error in category of

expenditures, which was subsequently adjusted. Total undisbursed balance of SDR 166,455 was

canceled on February 13, 1995.

19

Table 9: Economic Costs and Benefits

Not applicable

Table 10: Status of Legal Covenants

Eastern Caribbean States (CDB IV)Regional Vocational and Technical Education Project

(Cr. 1785-CRG)Section Originalof Credit Covenant FulfltmentAgreement type Status date Description of covenant Comments

3.05(a) 5 C - Appointment ofCoordinator, inter alia

3.05(b) 5 C Sustained operation ofPIT and relatedservices

3.05(c) 3 C Within 30-150 Recruitment of ILO/CDB Agreement signeddays of effective consultancy services. Nov 29, 1987. Servicesdate (December 4, provided were largely1987) unsatisfactory, undermining

achievement of projectobjectives

3.07 3 C December 4, 1988 Submission of report Quality of Reportby Education Finance Unsatisfactory (3/27/89)Consultant.

3.08 9 C September 30, CDB/IDA Interim Final Report dated 5J911990 Assessment of Project

Performance

4.01(a) I C December 4, 1987 Establishment ofseparate LoanAccounts for ProjectExpenditures

4.01(b) I C Within six months Auditing of Accounts Satisfactorily complied: lastof end of FY audit received 6/94

6.01* 5 C By December Contractual1987 arrangements with

(a)(i) governments

6.01* 3 C By Dec. 1987 GovernmentAgreement with OPEC

(a)(ii) Fund

6.01* 3 C By Dec 1987 Recruitment of VTEadvisor

(c)(i)

6.01* 3 C By Dec. 1987 Appointment of CDB Over project life, CDBArchitect architect provided

(c)(ii) significantly less technicalinput than assumed atappraisal, adverselyimpacting on projectperformance.

20

Section of:: : : ;;i1 :tE: 10: : OriginalCDAlCountrY :!g;: f Covenant Fu:itlent

type 81ts date Description of CommentsLoan I covenantAgreement

6.01 5 C Prior to loan Appointment of project

(b)(i) signing manager(s)

6.01 3 C Prior to loan Engagement ofsigning consultancy services

(b)(iii) for civil works

6.01 5 C Prior to loan Engagement ofsigning acceptable contractors

(b)(iv) under agreedprocedures

6.01(v) 10 CP January 1988 Establishment of Formally established butNTB's limited functioning (except

in Dominica); insufficientcommitment to NBs, andinsufficient projectresources underminedefforts.

6.01 10 NC January 30, Plan for equipment No plan per se exists, but

(b)(vi) 1988 maintenance periodic workshops havebcen held to trainTecVoc. staff inappropriate equipmentmaintenance, whichremains a problem.

6.01 2 NC June 30, 1989 Determine cost- Core reports completedrecovery/cost-effective 1989 and governments

(b)(viii) measures to be noted recommendations,implemented as per as appropriate forconsultant's medium-to long-termrecommendation action. Cost-recovery

report completed June 29,1991, provided inadequateguidance for practicalactions. As a result, nosystematic cost-recoverypolicy or activities wereadopted.

Comments: Asteriks indicate conditions of credit effectiveness. The original fulfillment date is notan obligation but rather an expectation.

21

Key

Covenant types: Present status:

I Accounts/audit 8 Indigenous people C = covenant complied with2 Financial performance/generate 9 Monitoring, review, and reporting CD = complied with after delayrevenue from beneficiaries 10 Project implementation not covered NC = not complied with3 Flow and utilization of project funds by categories 1-9 SOON = compliance expected in4 Counterpart funding 11 Sectoral or cross-sectoral budgetary reasonably short time5 Management aspects of the project or other resource allocation CP = complied with partiallyor executing agency 12 Sectoral or cross-sectoral NYD = not yet due6 Environmental covenants policy/regulatory/institutional action7 Involuntary resettlement 13 Other

Table 11: Compliance with Operational Manual Statements

Fully complied with.

Table 12: IDA Resources: Staff Inputs

Stage of Planned Revised Actualproject cycle Weeks US$ (1) Weeks US$ (1) Weeks US$ (1)

Through appraisal 8.8Appraisal - Board 37.3Board - effectiveness 0.0Supervision 61.4 199,550 73.8 239,850 49.6 161,200Completion 8.0 12,100

TOTAL 95.7

Comments:

(1) Dollar figures prior to FY90 are not available. As of FY90, table assumes that an averagestaff year (52 SW) costs US$169,000, thus 1 SW = US$3,250. The actual supervision staff week (SW)allocation, an average of 6 SW per year during FY87-94, was far less than the Bank's norm of 11 SW annually inthe education sector.

22

Table 13: IDA Resources: Missions<c Performance Rating ---

Number DaYs in Specialized Implemen- Development Types of Problems

Stage of Month) of field staff skills tation status 2/ Objectivesproject cycle Year persons represented 1/ : . .

Through AppraisalIdentification Aug-84 n/a n/aPreparation Apr-85 nla nlaPre-appraisal Aug-85 n/a n/a

Appraisal throughBoard approvalAppraisal Jan-86 1 5 Technical EducatorPost Appraisal Oct-86 3 7 Sr. Loan Officer Discussion of SAR with CDB and representative from the

Technical Educator five participating OECS countries.Country Lawyer

Negotiation Feb-87 1 5 Economist Participate in negotiation discussions.1 3 Disbursement Officer

Board approvalthrough effectivenessSupervision Nov-87 1 n/a Technical Educator (Ci 1 1

Supervision Aug-88 1 5 Technical Educator (C) 2 1 Difficulty in setting up Labor Market Information System (LMIS)Delay in civil works due to tendering.

Supervision Jul-89 1 4 Technical Educator (C) 2 1 Costs of civil works exceed appraisal estimates

Supervision Dec-89 1 6 Technical Educator jC) 2 1 Site location of multi-purpose training center in Nevis posesa health hazard.

Supervision Oct-90 1 13 Technical Educator (C) 2 1 Delay in civil works has slowed down procurement ofequipment and furniture.

Supervision Jul-91 2 4 Sr. Economist 1 1 Delay in Technical Assistance component causing delay inArchitect (C) formulation of cost-recovery recommendations.

Shortage counterpart funding for TA.

Supervision Jul-92 2 9 Pr. Operations Officer 2 1 Civil works do not meet local demand in terms of physical requireArchitect IC) (incl. ventilation, class room size, safety,..).

Equipment and furniture are inappropriate, and warranties expiredbecause of delay in the completion of civil works.

Supervision Feb-93 2 21 Architect (C) Major review of civil works (IDA financed) and TecVoc equipment(CDB financed).

Supervision Mar-93 2 3 Pr. Operations Officer Review with Borrower of independent technical assessments ofCountry Lawyer civil works and equipment components. On basis of agreed

Action Plan to remedy identified problems, the credit agreementamendment was prepared.

Supervision Aug-93 1 3 Pr. Operations Officer S U Discontinuation of LMIS component , now incorporated inEuropean Community project.

1/ C = Consultant2/ New performance rating system was introduced in 1994. Numerical classification (1,2,3,4) was changed to alphabetical ranking (HS, S,U,HU).

23

APPENDICES A.B.

Borrower and Cofinancier Contribution to the ICR

CARIBBEAN DEVELOPMENT BANK

PROJECT COMPLETION REPORT

ON

ORGANISATION OF EAST CARIBBEAN STATES

OECS TECHNICAL AND VOCATIONALEDUCATION PROJECT

This Report was prepared for official use only by the Bank.It may not be publicised, quoted or cited without the Bankauthorisation. The Bank does not accept responsibility foraccuracy or completeness of the Report.

PROJECTS DEPARTMENT, SOCIAL DEVELOPMENT DIVISION LOAN NO.: 17/85 CRG

FEBRUARY 1995 PRN: 954

24

CURRENCY EQUIVALENT

Dollars throughout refer to US dollars unless otherwise stated.

ABBREVIATIONS

BDD - British Development DivisionBMC - Borrowing Member CountriesCARICOM - Caribbean CommunityCDB - Caribbean Development BankCDCC - Clifton Dupigny Technical CollegeGBS - Girls Business SchoolGTZ - German Technical AssistanceHRD - Human Resource DevelopmentIDA - International Development AssociationILO - International Labour OrganisationLMIS - Labour Market Information Systemmnn - millionMPTC - Multi-Purpose Training CentreNTB - National Training BoardOECS - Organisation of Eastern Caribbean StatesOERS - OECS Education Reform StrategyOPEC - Organisation of Petroleum Exporting CountriesPAC - Project Advisory CommitteePCR - Project Completion ReportPIT - Project Implementation TeamPSC - Project Steering CommitteePWD - Public Works DepartmentRHHEC - Richmond Hill Home Economics CentreRTB - Regional Training BoardSALCC- Sir Arthur Lewis Community CollegeSDR - Special Drawing RightTA - Technical AssistanceTMCC - Terry Marryshow Community CollegeTVET - Technical and Vocational Education and TrainingUS - United States of AmericaUWI - University of the West IndiesVTE - Vocational and Technical EducationWB - World Bank

25

TABLE OF CONTENTS

PROJECT PROFILE .............. 26

2FP OJE TRESULTS ..................................................................................... ,3,271. INTRODUCTION.28

2. PROJECT RESULTS.32

3. IMPLEMENTATION PERFORMANCE .37

4. BORROWERS' PERFORMANCE .47

5. CONCLUSIONS AND RECOMMENDATIONS ....................................... s50

6. LESSONS TO BE LEARNT .S1

APPENDICES

1.1 COUNTRY PROJECT COST AND FINANCING .......................................................... 552.1 SCHEDULE OF PROJECT FACILITIES .................. ........................................ 612.2 UTILISATION OF PROJECT FACILITIES ....................... ................................... 632.3 FELLOWSHIP TRAINING PROGRAMME ....................... ................................... 672.4 EXTRACT: MANPOWER CONSULTANT REPORT .......................................................... 713.1 IMPLEMENTATION SCHEDULE .......................................................... 773.2 CIVIL WORKS - CONTRACT AWARDS ................... ....................................... 873.3 CML WORKS - TECHNICAL REVIEW .......................................................... 893.4 EQUIPMENT PROCUREMENT: EXTRACT - CONSULTANT REPORT ............................. 953.5 EQUIPMENT/FURNITURE PROCUREMENT - STATUS OF SUPPLY .............. .................. 993.6 EQUIPMENT PROCUREMENT REVIEW 1993 - MAIN RECOMMENDATIONS .............. 1013.7 REGIONAL SERVICES - EXPENDITURE .......................................................... 1033.8 REPORTS GENERATED DURING PROJECT IMPLEMENTATION .................................. 105

26

PROJECT PROFILE

Name: (Regional) OECS Technical and Vocational Education Project

CDB Project Registration No: 954

Beneficiaries: Commonwealth of Dominica, Grenada, St.Kitts and Nevis, St. Lucia,St. Vincent and the Grenadines

Loans: - CDB: 44/SFR-DO, 25/SFR-GR, 6/SFR-ST.K,39/SFR-ST.L, 46/SFR-ST.V- IDA: 1785-CRG- OPEC: 420P, 421P (GR), 425P (ST.K/N), 424P (ST.L), 422P (SV)

Sector: Education - Technical and Vocational

Executing Agency: CDB/Ministries of Education

Project Costs (Est - 1987): US$ 13 mn- Loan Contributions

IDA - SDRs 4.8 mn (US$6.0)OPEC - US $2.5 mnCDB - US $2.8 mn

Government Contributions (Est): US $1.7 mn

IDA/CDB Agreement: May 29, 1987

CDB Loan Approval: May 11, 1987

Effective Date: December 3, 1987

Closing Date: Original: December 30, 1993Extended: June 30, 1994Final Disbursements: February 1995

Consultancy Services: International Labour Organisation

- Tec/Voc Education 44 months- Education Finance 12 months- Manpower Development 24 months- Equipment Procurement 30 months

Architectural/Engineering Services: Ministries of Works/Private Consultants

Architect (part-time): CDB staff

Coordinator (fil-time): CDB staff

Loan Disbursements: IDA - US$6.35OPEC - US$2.48CDB - US$2.80

27

PROJECT COMPLETION REPORT

OECS TECHNICAL AND VOCATIONAL EDUCATION PROJECT

PROJECT NO. 954

FOREWORD

1. This Project Completion Report (PCR) reviews activities relating to the Organisation of EasternCaribbean States (Regional) Technical and Vocational Education Project for which the CaribbeanDevelopment Bank's Board of Directors, at its One Hundred and Eleventh Meeting, held on May 11, 1987approved US$2.8 million (mn) as its contribution towards total project costs estimated at US$13 rnn.Disbursement commenced in December 1987 and the final disbursement made in February 1995, followingan extension of the closing date.

2. The PCR was prepared by CDB staff and is based on data obtained from: the World Bank StaffAppraisal Report; CDB Appraisal Report; related documents and project implementation files; QuarterlyProgress Reports; the Mid-Term Assessment of Project Performance, Project Consultants' Reports;International Development Association supervision reports; internal progress reports; independent projectreview reports; Project Managers' and individual country reports; and observation and discussion in thefield, by CDB staff.

28

1. INTRODUCTION

1.01 The Organisation of Eastem Caribbean States (OECS) Regional Technical and VocationalEducation Project was conceived as an attempt to address specific development issues faced by OECSmember states. High and rising unemployment levels especially among young people, severe shortages oftrained manpower and appropriate skills, and low rates of productivity, were features of the economies ofall of these countries. Industrial development appeared hampered by the low quality of available trainingprogrammes and the resulting low levels of skills proficiency in the work force; and training programmeswere constrained by unsuitable facilities, inadequate and outdated instructional equipment, poorly qualifiedteachers, and outdated/irrelevant training curricula and instructional methodology.

1.02 Funding for the US$13 million (mn) Project was provided by: the Intemational DevelopmentAssociation (IDA) - US$6 mn, the Caribbean Development Bank (CDB) - US$2.8 mn, the Organisation ofPetroleum Exporting Countries (OPEC) Fund for Intemational Development - US$2.5 mn, andcontributions totalling approximately US$1.7 mn from Govenmments of participating countries - Dominica,Grenada, St. Kitts and Nevis (SKN), St. Lucia, and St. Vincent and the Grenadines (SVG).hmplementation commenced in December 1987 with CDB responsible for central project managementthrough a Project Implementation Team (PIT).

OBJECTIVES

1.03 The project was designed to improve the quality and quantity of trained manpower in thebeneficiary states by:

(a) increasing capacity for Technical and Vocational Education and Training (TVET);

(b) improving the quality of instruction; and

(c) enhancing sector management.

1.04 A regional approach at the project management level and for the delivery of technical assistance(TA) was utilised. Project inputs comprised:

(a) construction of new workshops, classrooms and Multi-Purpose Training Centres (MPTC),expansion and rehabilitation of existing school/college facilities - a total of 22 sub-projects(see paragraph 1.4);

(b) provision of related furmiture and equipment;

(c) training of teachers and instructors;

(d) TA/consultancy services for:

(i) establishment of Labour Market Information Systems (LMIS);

(ii) development of National Training Boards (NTB) and a Regional Training Board(RTB);

29

(iii) conduct of feasibility studies relating to the introduction of cost efficiency and costrecovery measures;

(iv) improvement/development of curricula; and

(v) central procurement of equipment and furniture.

DESCRIPTION

1.05 Project components comprised: Civil Works, Equipment and Furniture, Fellowship Training,Consultants, Regional Services, and Central Administration.

Civil Works

Commonwealth of Dominica: Limited renovation/extension of training facilities at the(former) Technical College (now the Technical Division of the Clifton DupignyCommunity College (CDCC)), the Goodwill, St. Joseph and Portsmouth Senior SecondarySchools and the Castle Bruce, La Plaine, Marigot Weirs, Grand Bay and PortsmouthJunior Secondary schools.

Grenada: Construction of a MPTC at La Fortune, St. Patricks; limited renovation of thefacilities of the (former) Grenada Technical and Vocational Institute and Domestic ArtsInstitute (both subsequently amalgamated into the Grenada National College and recently(1993) renamed the Terry Marryshow Community College (TMCC).

SKN: Construction of two MPTCs, one in Basseterre (St. Kitts) and one in Charlestown(Nevis); and construction of a new Hotel Training Unit at the Technical College now adivision of the College of Further Education, in Basseterre.

St. Lucia: Construction of a MPTC at the Vieux Fort Comprehensive School;construction of an extension to the (former) Technical College, now the TechnicalEducation and Management Administration Division of the Sir Arthur Lewis CommunityCollege (SALCC).

SVG: Construction of MPTCs at Campden Park and Georgetown; newconstruction/extension at the Girls Business School (GBS), and the St. Vincent TechnicalCollege, and reconstruction of the Richmond Hill Home Economics Centre (RHHEC).

Equipment/Furniture

1.06 Acquisition of improved and updated equipment including spare parts, and furniture for thefacilities referred to above; establishment of funds for an initial stock of consumable supplies andintroduction of cost-recovery programmes as feasible.

Fellowships

1.07 A programme of regional and extra-regional training for TVET instructors, supervisors andmaintenance technicians.

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TA - Consultancy Services

1.08 The services of four consultants recruited through an agency, as follows:

Vocational and Technical Education (VTE) Advisor - 48 monthsEquipment Procurement Consultant - 36 monthsManpower Advisor - 24 monthsEducation Finance Expert - 12 months

Regional Services

1.09 A fund to finance meetings, workshops and other regional activities associated with:

(a) development of NTBs and the RTB;

(b) curriculum development;

(c) labour market information systems activities; and

(d) such other regional activities as might emerge as being pertinent to achievement of projectobjectives.

Central Management

1.10 The costs of the services of CDB staff - an Architect, part-time as required, and a Coordinator,working full-time; office accommodation at CDB for PIT, travel expenses, secretarial support and otheradministrative costs.

FINANCING

1.11 The Project was financed jointly by the IDA, the CDB, the OPEC Fund and the governmentsconcerned. The Financing Plan is provided in Table 1 below (see also Table 6). A more detailed break-down by country is provided in Appendix 1.1.

1.12 An IDA Credit Agreement was signed between CDB as Executing Agency, and IDA, whichallowed for on-lending IDA funds to each participating country. Governments signed Loan andSupplemental Loan Agreements with CDB, for CDB and IDA funding respectively, and directly with theOPEC Fund. A Memorandum of Understanding was agreed between CDB and the OPEC Fund, whichessentially passed all administrative responsibility to CDB as Executing Agency. OPEC funds were,however, paid or reimbursed directly, on receipt of appropriate directives from CDB.

31

TABLE 1: FINANCING PLAN(US$ nm)

Cost Categories IDA CDB OPEC Govts Total

Civil Works 3.2 - 2.5 - 5.7Furniture and Equipment - 2.8 - - 2.8Professional Fees(Architect) - - 0.7 0.7TA Fellowships 0.8 - - - 0.8Consultants 1.1 - - - 1.1Central Administration 0.6 - - - 0.6Regional Board/LMIS 0.3 - - - 0.3In-Country ProjectManagement - - - 1.0 1.0

Total 6.0 2.8 2.5 1.7 13.0

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2. PROJECT RESULTS

FACILITIES

2.01 All of the 22 facilities as detailed in paragraph 1.4 have been constructed or rehabilitated asplanned under the project, and have been in use for between 1 and 4 years. All are being utilised for thepurposes intended except that two institutions (in each case two rooms/workshops) in Dominica were foundduring a review of the civil works in early 1993, to be either not in use at all or being used for more generalpurposes. The situation has since been rectified in one institution but is not expected to be fully rectified inthe other until additional facilities are constructed (expected under a proposed Basic Education IDA/CDBProject), as a result of serious overcrowding in this secondary school.

2.02 In general, the new facilities have enabled participating countries to expand opportunities fortechnical and vocational education at the senior primary, secondary and post-secondary levels, in a range ofsubject areas most of which were previously unavailable to the particular target groups. The JuniorSecondary Education programmne in Dominica is now available to a larger number of students as a directresult of the construction of new workshops in five junior secondary schools, and additional space availablein one secondary school, while not being used for technical and vocational education as originally intended,has facilitated an increase in the number of students accessing general secondary education from theparticular rural area. Appendix 2.1 provides details of facilities constructed or rehabilitated whileAppendix 2.2 indicates current usage by institution, groups and hours/days exposure per student to TVETas at 1994/95.

2.03 These first years of integration of MPTCs with existing senior primary and secondary schoolsystems, have been a period of experimentation with respect to the selection of "feeder schools", specifictarget groups and programmes to be pursued. Differences of opinion have often existed among the partiesconcerned, i.e. school principals, parents, students and government officials. As a result, some countrieshave felt it necessary to re-assess initial decisions, based on one or two years' operational experience, andmake new arrangements for succeeding academic year(s), that could be expected to be more suited to localneeds.

2.04 The special needs of school-leavers aged 15-16 have, more recently, been recognised and plans fornear full-time courses for these groups are under discussion or already being implemented. However, ofthe six MPTCs constructed, only two, those in Nevis and Grenada, have as yet mounted programmes forstudents in the final year of schooling or to adults. This is due mainly to the preoccupation of Ministries ofEducation/institution heads with the "teething" problems cited earlier. The demand for training is probablyquite high, as evidenced by the response to the new (September 1994) three-day (per week) programmeintroduced in Grenada for school-leavers and out-of-school youth, which attracted 174 applications for 50planned places even though a small tuition fee is being charged. This course is now being run for 100highly motivated students with additional positive results on staff morale as well. The programme formerlyoffered to older primary school students from all-age schools, has been discontinued after two years whenstudents were found to have been either not interested, leading to increasingly high levels of absenteeism, orto have had an insufficient grounding in language and numerical skills to benefit from programmes offered.

2.05 Extensions/rehabilitation of TVET facilities at the post-secondary level (Technical/CommunityColleges), and some (limited) staff development under the project, have enabled these institutions toimprove the quality of training, increase options available to students, increase student numbers, or

33

combinations of these benefits. In Grenada, the amalgamation of the (former) Domestic Arts Centre, intoTMCC as its Hospitality Arts Division, has led to some revision of the training objectives of this unit. As aresult, funds are being sought for further upgrading and rehabilitation, based on the recommendations ofconsultants from the hotel sector.

EOUIPMENT

2.06 All countries have been the recipients of sizeable quantities of items of furniture and equipmentranging in cost from US$430,000 to $795,000, and enabling recipient institutions to provide practicalexperience and exposure to students in a wide range of technical and vocational areas. More than 22,000individual pieces of equipment and furniture covering a range of over 5,000 items were supplied toparticipating institutions. Equipment and furniture supplied has, however, been generally inadequate forMPTCs in tenns of quantities required to carry classes of recommended size, and difficulties have beenexperienced by some institutions in obtaining funds for making up deficits. A reallocation of a portion ofIDA balances, following a review of this component in mid-1993, for the purchase of additional items, wasbeneficial particularly to St. Lucia and SVG for which the value of additional equipment wasapproximately US$171,000 and $84,000, respectively. Additional amounts made available to Dominica,Grenada and SKN were limited by the level of loan balances and other remedial needs and in the case of St.Kitts, were not utilised due to tardiness in completing the necessary procurement activities by the specifieddeadline; costs were, however, met by the government.

2.07 The quality of some smaller items received, such as hacksaws and rules was poor largely as aresult of contract violations. Safety features have had to be installed in some larger items and trainingprovided to instructors on correct and safe installation and use. A number of items received are not beingused because of missing or broken parts while some others, considered inappropriate either for theparticular curriculum or for the space available, are to be sold or transferred to other institutions.Instructors with limited training have experienced difficulties in commissioning and fully utilisingunfamiliar equipment received from non-traditional suppliers. Efforts made by the various institutions toovercome minor difficulties (such as requesting replacement of manuals in the English language) and insome cases, major problems (such as ordering replacements for parts broken on arrival) appear to havevaried considerably; where the initiative has been taken to address problems quickly, the respondinginstitution has reaped dividends in terms of early and full use of all equipment received.

FELLOWSHIPS

2.08 A total of 87 persons received training under the project (see Appendix 2.3). The vast majority ofthese persons have been deployed in the teaching service itself; 15 have been placed in supervisorypositions and I attached to a Ministry of Education. Three candidates from St. Lucia are still to completelong-term training in 1995 and another five from SVG, (summer degree programmes) in 1996. Despite thelevel of training achieved, a full complement of qualified staff has not always been available in all subjectareas, at the point of opening of each facility. Assistance has, however, been obtained from other schools,from the Technical Colleges, the private sector or international aid agencies. Deficiencies are still beingexperienced in St. Kitts.

34

TECHNICAL ASSISTANCE

Education Finance

2.09 As required by the terms of reference, one report for each country was prepared by the consultant.Governments acknowledged, in writing, the usefulness of the studies in pointing out areas in the

expenditure pattern for education in which greater efficiency could be introduced. There were no concreteproposals for cost recovery projects included in the initial submissions. However, the consultant lateramended the reports at the request of the project sponsors, to include one general, simplified proposalapplicable to each country. The International Labour Organisation (ILO) and the project jointly financedan additional two months of TA for the preparation of another proposal, and a document: TechnicalProposal for Cost-Recovery Programmes, was prepared by the Equipment Consultant working withTVET Advisor, in an attempt to fill the gap left by this consultancy. The latter proposal was, however,rejected by both PIT and the Governments as unimplementable in the local context. Participating countrieshave nevertheless, been more sensitised to the issue of cost-recovery as a result of the project and HomeEconomics departments in particular, have been able to introduce programmes aimed at raising funds forhelping to meet their own supply needs at least in part, and sometimes those of neighbouring departments.

Labour Market Information Systems

2.10 The main achievements of this consultancy include: improved techniques for data collection andanalysis; strengthening of methodologies and operations for manpower planning; preliminaryactivities/training for conduct of labour force, manpower, and institutional surveys, and tracer studies;publication of LMIS Bulletins; and sensitisation of policy-makers to issues relating to manpower planningand its relationship to TVET. One computer was provided to each country for the establishment of a database relating to this area. This consultancy has paved the way for collaboration among OECS countries,under a project funded by the German Technical Assistance (GTZ) for the establishment of a data base toinform OECS TVET-related activities, the ground work having been laid by IDA/CDB project. AnnualLMIS Bulletins, published in all countries, were of varying quality and regularity, and were still beingproduced in SVG up to early 1993. LMIS activity as implemented under the project has, however,generally come to a halt with the reassignment of LMIS coordinators to other tasks. Appendix 2.4, anextract from the consultants exit report, provides additional details.

Curriculum Development

2.11 The precise nature of the curriculum development work expected to be undertaken under theproject was not specified at appraisal. Addressing the evident need for curricula for use in MPTCs to beconstructed was therefore set as a project target by agreement among participating countries. Efforts weremade by PIT to include, in the curriculum development process other OECS member states not included theproject, through the British Development Division (BDD) which met the costs of participants from thesecountries to attend related workshops. The collaboration between BDD and the project resulted in thedevelopment of a draft OECS pre-vocational curriculum, on which work was halted when project fundswere exhausted. Instructors in MPTCs, however, have access to draft teachers' guides in each of the 12TVET subject areas involved. The failure of the project to bring this aspect of project activity to areasonable degree of completion, (mainly the result of lack of funds for financing the required workshops),has been conmnented on by all countries particularly as the quality of the curricula developedsimultaneously with the technicaVvocational subject areas in the complimentary "core" subject areas ofEnglish, mathematics, science and social sciences, was considered high.

35

2.12 In collaboration with OECS GTZ TVET Project based in the OECS Secretariat, new curriculawere also produced by the project for the post-secondary level, specifically to meet OECS needs. Thesewere two-year programrnmes in: Business Studies - Accounting and Secretarial, with a common Year I core;Electricity/Electronics; and Electrical Installation. While not yet fully adopted by any of the participatingcountries (while accreditation is being sought), the new programmes are providing Colleges with newteaching resources for enhancing their programmes overall.

2.13 The process utilised by the project in the preparation of the curricula referred to above, wasbeneficial in providing participating OECS teachers with opportunities for improving their skills not only incurriculum development but in a number of aspects of the teaching/learning process with respect to TVET.Teachers of the academic "core" subject areas benefitted from their interaction with TVET instructors andgained new insights into the place of TVET in general education.

2.14 The substantial contribution of project facilities to the broadening of school curricula, thusfacilitating the uncovering and development of specific abilities and aptitudes as well as stimulating highereducational achievement levels in general, is reviewed in-country, as one of the project's major outcomes.It is particularly important for those countries where students may be unable to enter or complete secondarylevel education for one reason or other, and where opportunities for post-secondary and/or continuingeducation may be limited. Early exposure to TVET at pre-vocational level is also viewed as one means ofchanging attitudes to the development of practical skills, and developing more enlightened approaches tothe integration of technical and academic education and to the practical application ofscientific/technological principles in the work place.

National and Regional Training Boards

2.15 NTBs, though not established prior to the start of implementation as expected, were established bythe project, in each country, following a series of preliminary discussions/seminars as to their role,function, and composition. Only in one country - Dominica, is the NTB still in existence and functioning,though matters referred to it are sometimes peripheral to its original objectives.

2.16 Lack of commitment on the part of governments and training institution heads was reflected in theirfailure to commit resources when none were provided through the project and was matched by a low levelof interest from the private sector representatives on the Boards. The latter generally failed to establish afirm niche among existing structures at national level, or to form appropriate linkages with the LMIS.

2.17 The RTB experienced problems very similar to those faced by NTBs. From the outset, therole/administrative arrangements proposed in the appraisal report for the OECS Secretariat, were not wellreceived by this institution which considered its role, as proposed, too superficial. Despite several attemptsto convince the relevant authorities, the PIT was unable to have this structure established within theSecretariat framework and proposed financial arrangements whereby project funding would be graduallywithdrawn over three years. Another avenue was attempted using the project itself as the administrativecentre and some success achieved to the extent that three annual meetings were held (in addition to WorkingCommittee meetings) in conjunction with the annual meetings of the OECS Ministers of EducationMeeting. But while participating Ministries of Education gave verbal support to the aims and functions ofthe RTB, the necessary resources were not forthcoming to support a work programme. The projectofficially notified the Ministers of its intention to withdraw from initiating activity, at the 1992meetings, and recommended assignment of the administrative functions to the OECS Secretariat.

36

2.18 While the RTB is not functioning as planned under the project, OECS governments continue to beconcerned with matters of a regional nature, raised by the RTB, and to seek ways of collaborating as acost-reduction strategy. The matter of establishing various Centres of Specialisation in some or all of theOECS member states, for example, remains a concern of all countries, and is also listed among therecommended priorities of the OECS Education Reform Strategy (OERS). The RTB, during its limitedexistence, has indicated a mechanism by which such regional goals for TVET can be planned andmonitored.

2.19 During their limited existence, NTBs attempted to point to the need for coordination of TVET atnational level and for reducing the gap between educational institutions and industry - a need which isincreasingly being recognised as project facilities face operational issues: e.g. the need for national policieswith respect to TVET, the articulation of national programmes with each other and with others available atsub-regional and regional level, and the development of models for the integration of traditional "academic"programmes with TVET programmes.

37

3. IMPLEMENTATION PERFORMANCE

IMPLEMENTATION SCHEDULE

3.01 The implementation plan did not always take account of the reality of the local situation in eachcountry and state of readiness to implement: for example, assumptions made regarding readiness forconstruction-related and training activities, the preparation of preliminary drawings and equipment lists andspecifications, in-country manpower planning capability and the existence of functional NTBs, proved tobe invalid. This contributed to the sluggish pace of the early implementation phase and had implicationsfor the timely completion of the various components and their "fit" within the overall framework ofinterdependent activities. The effective and efficient achievement of project objectives within the specifiedtime-frame was compromised, and routine implementation problems compounded. Comparative data onactual vs planned completion dates for various activities is provided in Appendix 3.1.

CIVIL WORKS

3.02 Participating countries were required to finance the preparation of designs and drawings and theservices of engineering consultants. The latter were recruited in accordance with CDB procurementpolicies, to oversee construction and prepare certificates of valuation. Two countries i.e. SKN andSt. Lucia, were obliged eventually to seek assistance from private consultants for the finalisation of designswhen their respective Public Works Departments (PWD) proved unable to provide these services due tostaff limitations or lack of technical capacity. In the case of SVG where there were five institutionsinvolved, the matter was dealt with by staggering the work associated with the design stage so as to enablethe PWD to provide the entire service, over a longer period.

3.03 Planned and actual completion dates for the major construction-related activities for the project asa whole are summarised in Table 2. The data indicate that construction completion dates were as much as28 months delayed in one case (St. Lucia), though delayed by only three months in another (Grenada).Appendix 3.2 gives details of contract awards.

3.04 Reasons for delays in the initiation or completion of construction varied as follows:

(a) difficulties experienced by governments in identifying/retaining architectural services(SKN);

(b) inadequate capacity in Ministries of Works (SKN, St. Lucia, SVG);

(c) difficulties with site identification (Nevis);

(d) disagreement relating to payments to consultants;

(e) revision of concept (St. Lucia);

(f) meeting National Trust requirements (St. Lucia); and

(g) effects of hurricane (SKN).

38

TABLE 2: PLANNED AND ACTUAL COMPLETION DATES FOR CIVIL WORKS

Completion Completion VarianceActivity Planned Actual (months)

1. Construction drawings finalisedstart July '87 December '88 18completed March '88 December '90 33

2. Advertise and issue documentsstart Jan '88 January '89 13completed May '88 November '90 30

3. Award construction contractsstart July '88 March '89 8completed Nov '88 April '91 35

4. Initiate construction January '89 April '89 3

5. Complete construction June '90 April '93 28

3.05 There were no significant delays during the actual construction period(s), although the periodbetween completion and actual usage was significantly delayed in some institutions as a result of one ormore of the following:

(a) equipment and/or furniture procured under the project, had not yet arrived, had not yetbeen cleared from port, had not been distributed, or was insufficient or inadequate;

(b) unduly lengthy periods required for installing equipment received due to the necessity towait for vacation periods when staff would be available for this extra assignment;

(c) delays in obtaining funds for purchasing additional equipment essential for implementingtraining programmes;

(d) delays in the initiation or completion of training of instructors;

(e) inadequate planning; and

(f) depending on the date of completion, the need to wait for the beginning of the next schoolyear.

3.06 Following a review of the civil works in March 1993, additional funds were made available out ofunused balances to all countries except St. Lucia, for recommended minor remedial works. Construction of

39

such works was completed on all but one site including Nevis, the exception being St. Kitts which wasunable to meet the stipulated deadline of June 30, 1994 for contract award. A summary of therecommendations for remedial works is provided in Appendix 3.3.

3.07 Lack of full-time centralised services for facilities design resulted in variations in design forworkshops intended for the same purpose, and uneveness in the quality of designs and completed works.Countries would have benefitted from exchange of views and consultation at this stage and from theservices of full-time consultants serving all countries. The provision of preliminary design sketches byCDB and World Bank (WB) staff to project countries could not ensure that such guidance was utilised toproduce standard designs especially since the physical features of the sites differed widely across countries.

EOUIPMENT PROCUREMENT

3.08 A schedule of activities and the planned and actual dates of completion are provided in Table 3.

TABLE 3: PROCUREMENT OF EOUIPMENT/FURNITUREIMPLEMENTATION PERFORMANCE


1. Lists finalised December '88 November '88 -1

2. Specifications and cost estimates March '89 November '88 -4

3. Pre-qualification of suppliers - March '89 -

4. Bid documents completed April '89 October '89 6

5. Advertise and issue documents June '89 July '89 2June '89 April'90 10

6. Complete bid analysis Oct '89 February '90 3

7. Award contracts Nov '89 April '90-Mar '91 (16-17)

8. Receipt and installation July '89 through October '90 through (15-37)August'90 September'93

3.09 Delays in construction forced postponement of some procurement activities, in particular items 6and 7 (Table 3) which were postponed to latest dates possible within the time span of the consultancy orwere practical given other constraining factors. The consultancy itself was extended into 1991 by the re-assignment of the consultant by the contracted agency (ILO), for two four-month periods, during the slowerperiods (enforced by construction delays) of the procurement cycle. Appendices 3.4 and 3.5 provideadditional details.

40

3.10 As previously indicated, few institutions received all equipment and furniture required. Limitationsin funding forced severe cuts to be made in the Supply Lists prepared by the consultant for each workshopin each institution, based on priorities discussed with the governments. Following a review of theequipment component carried out in March 1993, portions of unused balances were re-allocated toequipment procurement for all countries, and additional, essential items purchased over the periodSeptember 1993 to June 1994. A number of the recommendations could not be implemented for allcountries due to inadequacy of remaining funds as for example, arrangements for inter-island exchanges.However, an eight-day training workshop was mounted to address many of the recommendations that wereaimed at ensuring proper installation and commissioning, efficient and maximum use, and the safety ofinstructors and students while under training. The workshop was attended by forty instructors and held atthe project facility at the SALCC in St. Lucia, and centred around the use of equipment newly acquiredunder the project. A summary of the main recommendations arising out of the equipment componentreview is provided in Appendix 3.6.

3.11 While the advantages of centralised procurement, i.e. lower administrative costs and reduced costsper item, accrued to the project, there were some disadvantages: differences of opinion between countryrepresentatives and the consultant were frequent and not easily or always resolved to the satisfaction ofboth parties, leaving participating countries with a perception that individual, local needs were not alwaysadequately addressed and that the Consultant's personal preferences, not necessarily based on technicalknowledge of individual items and equipment and/or familiarity with local practice and curriculum details,but on the need to build volume per item procured, took priority over individual institution/countryrequirements.

3.12 Procurement services were required throughout the procurement cycle to installation, but could notbe provided in the latter part because project design (consultancy service) did not provide for delays inconstruction and varying completion dates. In addition, the emphasis on procurement was not balanced byattention to the processes which follow procurement activities but precede actual equipment usage; theenormity of the task of clearing large quantities of goods from the customs, checking for damage, ensuringadequate security during storage and delivery, compiling inventories, installing and commissioning, wasunderestimated and exacerbated by the absence of consultancy services at these very crucial times.

3.13 A greater degree of prior planning of individual workshop layouts, and coordination between theequipment procurement process and civil works activities at design stages, might have ensured that, for allof the larger items procured, their precise position in the new or rehabilitated facilities would have beenknown and planned for prior to construction, particularly with respect to electricity requirements. Storagespaces provided were in some cases inadequate or non-existent and had to be provided for after the designstage or during construction.

3.14 The equipment consultant's facility with the computer and the computerised data base which hedeveloped primarily as an administrative tool for the preparation of bidding documents, were commendedby all concerned. However, its use as a tool for inventory control and maintenance was not, in general,realised due to inadequate prior training of Project Managers or other local staff made available for theshort period of training which the consultant was able to provide near the end of his contract. In onecountry (St. Lucia), the Project Manager's prior knowledge of computer applications enabled that countryto benefit from what was generally considered to be too sophisticated a system for the target countries,given the qualifications and/or experience of personnel available for maintaining it in-country.

41

3.15 Several regional and national workshops were mounted during the course of implementation, forinstructors, on the subject of routine maintenance and repair of equipment. These were planned and fundedjointly with GTZ and the Association of Canadian Community Colleges as part of region-wide or morelocalised projects with similar objectives.

FELLOWSHIP TRAINING

3.16 A comparison of expected and actual training achieved is provided in Table 4 below.

3.17 Decisions by the PIT to utilise training institutions in the region wherever possible had a positiveeffect on output of this component in terms of man-months of training achieved. Actual unit costs of long-term training in Jamaica, Trinidad and Tobago and Guyana, where a major proportion of instructortraining was arranged, were significantly lower than appraisal estimates due to the effects of devaluationof the currencies of these countries during the implementation phase. This accounts in part for the largernumber of long-term training fellowships awarded as compared to appraisal estimates. Training was alsoarranged at institutions located in Barbados, Antigua, St. Lucia, Britain and Canada.

TABLE 4: FELLOWSHIP TRAINING

Fellowship Estimates ActualTraining Man-Months Completion Man-Months Completion

Supervisors 100 9/88 140 6/94

Instructors (Short-term) 100 9/89 20 6/89

Instructors (Long-term) 332 6/90 730 8/95

Maintenance Technicians 100 6/90 40 8/90

Total 632 980

3.18 Among the difficulties encountered during implementation were the following:

(a) inadequate basic qualifications of many candidates selected by governments;

(b) dearth of TVET training progranmmes in the Caribbean Community (CARICOM) region;

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(c) difficulties in arranging short-term customised training; this was, however, organised inBritain, for the supervisory category of trainees, and in Canada, for Technical Collegeinstructors: special arrangements for 12 persons at an institution in Jamaica, provedunsatisfactory in many respects, and resulted in complaints by trainees and the need forintervention from PIT;

(d) lengthy civil service procedures for proposing candidates, which, in some countries,required Cabinet approval; St. Lucia proposed candidates nearly three years intoimplementation on the grounds that suitable candidates had not been forthcoming or hadbeen unwilling to take up available awards; and

(e) the selection of candidates as a reward for past service rather than on the basis ofqualifications/aptitude; the inadequacy of qualifications of nominees made placementdifficult in many instances.

3.19 Construction delays served to mitigate the effects of training delays except in the case of Grenada,the first country to complete construction where the MPTC remained unutilised for 16 months whileteachers completed training (and equipment and furniture were delivered).

TA

3.20 A schedule of key activities relating to the consultancies is provided in Table 5. In order to containcosts within budget, the duration of the consultancy services in respect of VTE Advisor and ProcurementSpecialist were reduced, and staff at lower salary levels substituted during CDB negotiations with ILOwhich was engaged through an international tendering process, to provide these services.

3.21 The Procurement Specialist was re-assigned by ILO for two four-month periods during the courseof project implementation, in order to counteract the effect of construction delays on the procurementprocess, which called for rescheduling of equipment delivery.

3.22 ILO co-financed an additional two months of consultancy services in May/June 1991 to develop amore detailed proposal for cost-recovery for use by technical and vocational facilities in participatingcountries.

3.23 Although the participating countries, in general, benefitted from the expertise provided, a numberof factors hindered or prevented achievement of maximum benefits under the technical assistancecomponent: lack of practical knowledge/know-how in the case of one consultant, led participating countriesto the view that little had been gained from a relatively costly "service". Cultural and personal differenceshindered full cooperation between another consultant and the beneficiaries, although his technical expertisewas not questioned. Personal problems appeared to have hindered the performance of a third consultantwho failed to submit his report within the specified time-frame (one year).

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TABLE 5: PLANNED AND ACTUAL COMPLETION DATES FOR TA


Terms of reference agreed March '87 March '87

Appointment of Project Coordinator March '87 ) August '87 ) 53 yrs full-time) 5 yrs full-time) 23 yrs part-time) 1 yr part-time) -2

Appointment of Architect September '87 October '87 1

Contractine of Consultants (Date/Contract/Duration)

Contract with ILO November '86 N/A

VTE Advisor September '87 December '87 348m 44m -4

Procurement Specialist November'87 April 88 536m 30m -6

Education Finance Specialist December '87 April 88 412nm 13m I

Manpower Specialist January '88 May '88 424m 24m

3.24 The effectiveness of these services also suffered as a result of the distance of PIT from the site(s)of action, and the need for frequent travel. The involvement of the countries was minimised by theirperception of the project as "owned" and managed by the 2 Banks involved in the financing, with theexpectation that initiation of action would come from the PIT. This conflicted with expectations from atleast one consultant that his role should be confined to being advisory rather than pro-active.

3.25 The phasing and duration of contracts in relation to other project components might have beengiven more flexibility to ensure availability of expertise when required, and/or to allow for completion ofactivities [e.g. LMIS and Equipment Consultant(s)].

3.26 Consultancy services as designed, did not easily allow for long-term improvement in the capabilityof beneficiaries/counterparts as a result of the distance of the consultants from the scene of action andtherefore the time available to each country; the notion of counterpart training, in any event, was not statedas an objective for the participating countries. CDB staff, however, gained valuable experience from thelocation of the consultancies in-house, as anticipated at appraisal, although this was not maximised in thecase of the equipment procurement process.

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REGIONAL SERVICES

3.27 Approximately US$300,000 was provided under this component for meeting expenses nototherwise provided for. Details of its use are provided in Appendix 3.7 which indicates that the fund wasutilised for meeting a variety of expenditures including curriculum development activities (35%/O), purchaseof computer equipment for the LMIS (18%), LMIS training sessions, travel costs and honorarium forexternal consultants and the Project Steering Committee (PSC), and attendance of country representativesat RTB, NTB and other TVET-related training initiatives, meetings and seminars.

COSTS/DISBURSEMENTS

3.28 Table 6 below provides estimated and actual implementation costs/disbursements by country andcomponent. As a result of an increase, over the implementation period, in the value of the Special DrawingRight (SDR), in which IDA loans were denominated, participating countries benefitted from an increase inloan amounts available to them from IDA in United States (US) dollars. These additional amounts,together with unutilised balances under some components, were largely utilised for additional fellowshiptraining (all countries except for Grenada), equipment (all countries except for SKN) and civil works(Grenada, SKN, SVG), as recommended by the reviews completed in early 1993. Extensions of theClosing Dates (IDA/OPEC) and Terminal Disbursement Date (CDB) to June 30, 1994 were required toimplement these recommendations, and final IDA disbursements made in January 1995.

3.29 Financing of some components proved to be inadequate. In the area of civil works, all countriesexcept SVG were obliged to contribute to increased costs of construction when bids exceeded loan fundsavailable. Cost-overruns for one institution in St. Lucia, however, were largely attributable to expandedconcept and designs arising from new plans for the long-term development of the then Technical College asa division of the SALCC.

3.30 Total equipment and furniture requirements outweighed available financing. Resulting gaps stillpersist where governments have been unable to meet all needs from recurrent expenditure. The plan toutilise a portion - US$60,000 - of each country's equipment budget for "seed money" to facilitate theinitiation of cost-recovery projects, was abandoned early in the project so as to increase amounts availablefor purchase of essential items.

3.31 There were no specific allocations provided for manpower planning or curriculum development,other than consultancy services, although these were considered to be major elements of the TA component.Some costs were met from the Regional Services component or by external aid agencies working in

collaboration with the Project.

3.32 The use of IDA resources for the purchase of equipment and furniture would have been, inhindsight, more beneficial to the countries than the use of CDB funds, given the latter's more restrictiveguidelines in terms of procurement sources. On the other hand, there were expectations that the use ofCDB funds for procurement of furniture would have been advantageous to local/regional furnituremanufacturers. These expectations were not, however, realised as, in all cases except SVG, participatingcountries elected to purchase furniture from outside the region, after efforts by PIT to attract regional/localbids proved unsuccessful in that there were no responses to official project notifications.

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TABLE 6: ESTIMATED AND REVISED COSTS - ('000)

Appraisal Estimate Adual VarianceCategory Total IDA OPEC CDB Govt Total IDA OPEC CDB Govt (Totals)

Civil WorkDominica 654 84 500 - 70 842 80 492 - 270 188Grenada 665 95 500 - 70 701 108 500 - 93 36SKN 1,157 537 500 - 120 1,461 511 500 - 450 304St. Lucia 2,252 1,472 500 - 280 4,025 1,354 500 - 2,171 1,773SVG 1,692 1,012 500 - 180 1,572 937 490 - 145 -120

EauiDmentDominica 430 - - 430 - 443 13 - 430 - 13Grenada 347 - - 347 - 388 41 - 347 - 41SKN 352 - - 352 - 388 36 - 352 - 36St. Lucia 876 - - 876 - 986 110 - 876 - 110SVG 795 - - 795 - 951 156 - 795 - 156

FellowshilDominica 182 182 - - - 203 203 - - - 21Grenada 161 161 - - - 127 127 - - - -34SKN 120 120 - - - 133 133 - - - 13St. Lucia 174 174 - - - 159 159 - - - -15SVG 163 163 - - - 194 194 - - - 31

TA/AdminReQ Serv,

Dominica 264 264 - - - 287 287 - - - 23Grenada 264 264 - - - 288 288 - - - 24SKN 332 332 - - - 361 361 - - - 29St. Lucia 621 621 - - - 661 661 - - - 40SVG 519 519 - - - 556 556 - - - 37

Other/LocalManasementDominica 200 - - - 200 250 - - - 250 50Grenada 150 - - - 150 160 - - - 160 10SKN 200 - - - 200 240 - - - 240 40St. Lucia 200 - - - 200 300 - - - 300 100SVG 230 - - - 230 280 - - - 280 50

Total 13,000 6,000 2,500 2,800 1,700 15,956 6,315 2,482 2,800 4,359 2,956

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CENTRAL MANAGEMENT (PIT)

3.33 The adoption of a regional approach to implementation demanded some measure of centralmanagement and control, and sound, economic reasons also existed for centralising common services. Theadvantages for locating the PIT in CDB were: its reputation and stature as a development lendinginstitution, its well established internal procedures, its neutrality vis-a-vis participating countries, and itspotential for future direct intervention in the education sector. It was reported by one consultant that "CDBstaff knowledge of institutions and personalities in the project countries together with an understanding ofthe best channels of communication and actions for optimising the chances of success in achievingparticular goals" were distinct advantages during implementation.

3.34 The disadvantages, however, included some initial resentment over the location of PIT outside ofOECS, the remoteness of the consultants, heavy dependence on wvritten and telephone communication andfield missions, and some dilution of country responsibility. Under the circumstances, implementation couldnot bring about the level of transfer of knowledge to the beneficiaries that might have otherwise occurred,had here been interaction on a day-to-day basis between counterparts and consultants. Within CDB itself,an opportunity was missed by not appointing counterpart staff to work the Procurement Consultant orManpower Planning Consultant. The Coordinator, however, had the benefit of continuous exposure tovarious aspects of planning and implementation of the educational and training aspects.

3.35 The establishment of a PSC comprising PIT, country Project Managers and one otherrepresentative of each participating country wvas useful to PIT in obtaining guidance and feed-back onimplementation, in developing strategies for meeting emerging problems, and for maintaining coordinationat the regional level. PSC met approximately twice per annum (eight times) over a period of 52 months.

3.36 A Project Advisory Committee (PAC) was also established, comprising members of the PSC andthe representatives of international aid agencies, Caribbean-based institutions, and organisations involvedin education in the region such as the University of the West Indies (UWI), the CARICOM Secretariat andthe Caribbean Examinations Council. This facilitated helpful collaboration and exchanges duringimplementation.

3.37 Relationships with the GTZ OECS Project were particularly useful. The beneficiaries of thatproject, i.e. the British Virgin Islands, Antigua and Montserrat comprised OECS member states notincluded in CDB/IDA project, thus providing an opportunity for including all member states in theimplementation of the curriculum development and management improvement components of the project.The two projects were also complementary to each other from a financial perspective, GTZ for examplebeing wholly responsible for financing the costs associated with the printing and distribution of the post-secondary curricula referred to above, funds under the CDB/IDA project having been exhausted. PAC metfour times between 1989 and 1992.

3.38 As required under the Agreement with IDA, quarterly progress reports were prepared throughoutimplementation and circulated to all parties concerned.

3.39 A list of documents (other than the quarterly reports) generated during project implementation isprovided in Appendix 3.8.

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4. BORROWERS' PERFORMANCE

CIVIL WORKS

4.01 Borrowers varied considerably in managing this component with Grenada being the first country toinitiate and complete construction. The latter was achieved within three months of appraisal target. Delayswere experienced in all other countries for reasons already listed in paragraph 3.4, with St. Luciaexperiencing the longest.

4.02 Three countries - SKN, St. Lucia and SVG were obliged to resort to private architecturalconsultants to complete designs when it became evident that timely completion was not possible by theirMinistries of Works. The review of this component in 1993 indicated that designs were deficient in someinstitutions particularly the Hotel Training Unit (St. Kitts) and that remedial works were required. Thelack of centralised architectural services, experienced in the design of technical training institutions,accounts in part for the great variation in design among the various facilities constructed/renovated,intended for the same purpose.

4.03 For each country and institution, recommendations were made for the installation of emergencyswitches in workshops where larger, potentially dangerous items of equipment were installed.

4.04 Cost-overruns were greatest in St. Lucia where re-designs, based on a revision and/or expansion ofconcept and scope, and on the government's desire to maintain the historical value of the site, called for a100% increase in financing, and government contributions in excess of $1.7 mn.

EOUIPMENTFURNITURE

4.05 In the view of the Procurement Consultant, Borrowers in general showed limited experience in thepreparation of specifications for equipment and furniture required and, with the exception of St. Lucia,required considerably more assistance in the early stages of list preparation than had been expected.

4.06 All countries experienced difficulty in dealing with large volumes of equipment and furniturearriving simultaneously and the requirement that these should be unpacked, checked for damage, and re-packed (until the completion of construction).

4.07 Two countries, Dominica and SKN, encountered considerable difficulties in clearing packagesfrom customs with Dominica still clearing some items up to twelve months after arrival.

4.08 Only one country, St. Lucia, has to date made use of the computerised equipment databaseinstalled by the consultant.

4.09 As a result of SVG's insistence that the greatest portion of its funds allocated for furniture beutilised for local procurement, small, local fumiture manufacturers from that country, benefitted fromcontract awards to the value of US$58,816 equivalent.

4.10 Grenada and St. Lucia displayed early interest and initiative in attempting to address difficultiesexperienced with equipment received.

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FELLOWSHIPS

4.11 All countries maximised the benefits from this component and, with the exception of Grenada,exceeded original budgets for training, by amounts ranging from $20,000 (SKN) to $82,000 (SVG).Having provided for its training requirements directly relating to the project, Grenada indicated itspreference for utilising its undisbursed balance under this component ($27,000) for additional civil works.

4.12 All countries were slow to propose nominees for fellowships with St. Lucia requiring the mosttime. That country reported no need for training of staff at SALCC as a result of other staff developmentprogrammes, and little interest in awards being offered for training staff for MPTC, Vieux Fort; awardsultimately approved were largely for teachers of agriculture-related subjects attached at other institutions.Since the completion, however, MPTC has been staffed with qualified personnel.

TA

4.13 In general, countries responded positively to attempts by the project to improve the quality ofTVET training and management capability in-country, where persuaded that the project offered expertisenot otherwise available.

4.14 Where the project attempted to put in place structures that would assist in the management ofTVET at national level over the long-term, responses varied. SKN was slowest in responding to theproposed introduction of a NTB and LMIS. The NTB is still functional in Dominica while now effectivelydefunct in the other countries.

4.15 Consultants also reported only partial success in attempts to introduce change in other areas suchas the management of workshops, i.e. routine maintenance, inventory control, general cleanliness, etc. Thiswas due largely to "inertia" on the part of institution and staff rather than failure to see the need for suchimprovements, and incremental changes were in fact noted over the course of implementation.

4.16 As previously cited, countries were unable to benefit from these services on a sustainable basiswhere full commitment was not obtained at project design stage and where institutional and financialsupport was not available through the project.

PROJECT MANAGEMENT

4.17 Project Managers were generally cooperative and willing to work with PIT. They varied in level ofexperience, seniority, training and in position within the civil service hierarchy, which was reflected in theirlevel of authority within the Ministry system and ability to initiate action on behalf of the project and to doso speedily. Regular work loads for local Project Managers were not reduced to accommodate projectmanagement responsibilities in every case, and compensation not always provided for new and/oradditional duties. The absence of a dedicated core of personnel was acutely felt in the early stages ofimplementation and had to be raised with the PSC as a matter of urgency.

4.18 National PSCs where established, as in St. Lucia, proved beneficial and provided needed supportto Project Managers with other important duties, or who required additional support due to inexperience.4.19 Due to the re-assignment of Project Managers to other duties at the end of the first six years ofproject implementation, actions required to be undertaken in the final year of disbursement following thecivil works and equipment reviews, were not always undertaken as quickly as time constraints demanded:

49

in the case of St. Kitts, for example, the opportunity to correct civil works deficiencies, funded from projectfunds, was lost when that country was unable to meet the specified deadlines for contract award. In thecase of completion reports requested by PIT in mid-1994, reports were submitted by SKN and Grenadaonly.

GOVERNMENT CONTRIBUTIONS

4.20 The contributions expected from participating governments at the time of project appraisal, werelimited to professional fees relating to construction, and local project management activities. This wasachieved as expected. Governments were also called upon during implementation, to meet the costs of civilworks overruns; disbursements were arranged on a prorata basis which ensured that contributions weretimely.

50

5. CONCLUSIONS AND RECOMMENDATIONS

CONCLUSIONS

5.01 A number of difficulties were encountered during implementation of this project. These, asoutlined in Chapter 3, related in part to weaknesses in the project design but also to the financingarrangements, countries' preparedness for implementation, weaknesses in technical and institutionalcapacity in-country, in the consultancy services, and in some aspects of coordination.

5.02 As a result, while the objective of increasing capacity for delivery of TVET has been achieved interms of additional spaces provided, the improvements expected in terms of quality are generally, at thispoint, somewhat less than expected at appraisal due to only partial achievement of the equipmentprocurement and curricula development objectives. Additionally, the demise of the RTB and NTBs impliesthat the expected improvements in management capability that could be sustained in the medium to longterm have not been attained.

5.03 Nevertheless, the contribution of the project to the education systern(s) of the countries could besaid to be significant based on current usage (see Appendix 2.2) and the views (of Ministries of Education)expressed, even though not all have arrived at a firm plan for usage of new facilities while overall policyfor TVET is still evolving. The data indicate that about 4,500 students from the target group are using newand rehabilitated facilities.

5.04 Given the current thinking in participating countries regarding the need for combining technical andvocational education at pre-vocational level in the secondary school curriculum, and for skills training to awider cross-section of youth, it seems likely that efforts being made currently to meet the costs associatedwith running the new and renovated facilities, will be maintained. Governments are also more sensitised tothe issue of cost-recovery and will be seeking new and creative ways for ensuring its inclusion in theroutine management of the system, although more so at the post-secondary level.

RECOMMENDATIONS

5.05 In view of the additional recurrent cost to participating governments, of operating new MPTCfacilities constructed under the project, and the uncertainties in many countries as to how to maximise theiruse, to integrate TVET with general basic education and ensure equitable access, it is recommended thatCDB continue to supervise this project closely, so as to:

(a) assist governments in securing such technical or financial assistance as may be required tomaintain and improve operations;

(b) ensure that the outputs and ultimate objectives of the project are not ignored in planningfor, and financing further development of the education sector of these countries; and

(c) monitor the achievement of the expected longer term benefits.

5.06 In addition, the lessons learned and summarised in Chapter 6 might be noted.

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6. LESSONS TO BE LEARNT

6.01 CDB gained valuable experience as Executing Agency for the project - a role not normallyundertaken by the Bank. Major lessons learned are listed below.

CIVIL WORKS

6.02 Arrangements for design and implementation of civil works components should ensure:

(a) proper assessment of capacity and capability of Ministries of Works over and above theirnormal work programme(s), prior to assigning design responsibilities, particularly withrespect to construction of specialised facilities;

(b) adequacy of design briefs and architectural and engineering services;

(c) designs take account as necessary, of the specific requirements for equipment used in atraining environment; and

(d) provision is made for close monitoring during construction to accommodate design changesdeemed necessary, and for early rectification of deficiencies.

Equipment Procurement

6.03 Given the limited technical equipment procurement experience in Borrowing Member Countries(BMCs) and the complexity of matching equipment specifications with training needs, arrangements forprocurement of Human Resource Development (HRD) equipment should ensure:

(a) adequacy of expertise for determining equipment specifications;

(b) adequacy of financing/accuracy of costings;

(c) match between project component and flexibility of procurement guidelines of fundingsource;

(d) the appropriateness of the bulk purchasing mechanism for the particular projectconfiguration;

(e) coordination with building completion; and

(f) expertise available up to the point of installation and commissioning of equipment.

Fellowships

6.04 Implementation planning should take account of the following:

(a) the lengthy administrative requirements in some countries, for providing fellowshipnominations;

52

(b) difficulties in finding qualified candidates for some specialised areas;

(c) difficulties in identifying suitable training programmes especially for large groups withvarying qualifications; and

(d) preference by governments for selecting teachers already in service for availablefellowships.

TA

6.05 In designing TA components of HRD projects, more attention should be given to the:

(a) need for acceptance by beneficiary of the necessity for TA (in-depth discussion at projectdesign stage);

(b) heavy workload of in-country staff and therefore the limited capabilities of governments toprovide counterpart services;

(c) need for adequate assessment of basic in-country institutional infrastructure to underpinconsultancy services;

(d) need for adequate financial provisions for activities supporting the TA output;

(e) need for clear statement of expected outputs;

(f) difficulty in establishing sustainable systems/structures without prior, full commitment ofbeneficiary, and adequate project financing;

(g) need for: adequate elaboration of TA activities, corresponding fine-tuning of relatedTerms of Reference, and effective recruitment process;

(h) need to assess the costs and benefits of utilising agencies (for providing consultancyservices), and the advantages of recruiting consultants on the basis of individualcompetence rather than as a "package" offered by competing agencies;

(i) need for flexibility in the phasing and duration of consultancy services to be provided; and

(j) opportunities for developing local expertise.

Central Management

6.06 In the design and implementation of regional projects/sub-project, while CDB should support thecommendable regional objective of fostering collaboration between member states and the enthusiasm ofcountry representatives in pursuing these ends, it should give fuller recognition to:

(a) drawbacks of distance (by sea) from participating countries and, in particular, theperceived remoteness of CDB from OECS.

53

(b) the tendency to retard development of country responsibility;

(c) value of collaboration with aid (extemal) agencies; and

(d) usefulness of a PSC for promoting coordination.

Local Management

6.07 In order for implementation of projects to be effectively managed, ensure:

(a) prior training of Project Managers in project management skills;

(b) project managers are released as required from substantive duties, and adequatelycompensated;

(c) appointment of a PSC; and

(d) establishment of a Project Implementation Unit or dedicated core of project personnel, withall skills needed for successful implementation.

FINANCING

6.08 Ensure:

(a) adequacy of financing/accurate costing for all components; and

(b) where co-financing arrangements exist, the most appropriate/favourable procurementarrangements are applied to each component.

IMPLEMENTATION

6.09 To facilitate efficient and timely implementation, ensure:

(a) all parties concemed with implementation are well informed prior to the start ofimplementation of project objectives, strategies to be adopted during implementation, andexpectations regarding their role;

(b) assumptions, stated as fact at appraisal, regarding beneficiaries' readiness to implementare accurate; and

(c) early operational aspects of the project are clarified at design stage and duringimplementation so as to minimise uncertainty and delay on completion of theimplementation phase.

POLICY IMPLICATIONS

6.10 The more important implications of the above at the policy level are as follows:

54

(a) experience in the relevant specialist areas(s) should be a requirement of architectural,engineering and contractor services recruited for construction of specialised facilities;where absent, close monitoring of the particular activity should be provided for in theproject management arrangements;

(b) implementation schedules should be flexible enough to ensure coordination of equipmentprocurement activities with the completion of construction and the availability of therequired expertise throughout the procurement exercise, to installation and commissioningof all items procured;

(c) for regional projects, bulk purchasing should be utilised only in situations where theindividual needs of the countries/institutions involved are very similar, if not identical;

(d) where co-financing arrangements exist, the most favourable financing conditions should beapplied to individual components;

(e) project management arrangements should include the establishment of project steeringcommittees(s) and a project implementation unit; and

(f) future OECS projects should attempt to develop the capacity of another agency, possiblyOECS Secretariat to implement OECS regional education projects (or regionalcomponents of bilateral projects).

55

Appendix 1.1Page 1 of 5

COUNTRY PROJECT COST AJD FINANCIZ;C(USS '000 equivalenc)

DOMINICA

IDA Ocher OPECItem Fund SFR Fund Borrower Tocal

1. Civil Works 73 - 435 - 508

2. Furniture & Equipment - 368 - - 368

3. Professional Fees - - - 66 66

4. Technical Assistance

(a) Fellowships 159 - - - 159(b) Consultants 114 - - - 114(c) Reg. Train. Board 42 - - - 42

5. Project Management

(a) Central (PIT) 65 - - - 65

(b) In-Country - - - 183 185

BASE COST 453 368 435 251 1,507

PHYSICAL CONTINGENCY 45 37 44 2.5 15

PRICE CONTINGENCY 23 25 21 19 88

TOTAL PROJECT COST 521 430 500 295 1,746

DEBT SERVICE CHARGES - - - 268 268

TOTAL FINANCING 521 430 500 563 2,014

56


COUNTRY PROJECT COST AND FINkENCING(US$ '000 equivalent)

GRENADA

IDA Ocher OPECIcem Fund SFR Fund Borrower Tocal

1. Civil Works 83 - 435 _ 518




(a) Fellowships 140 - - - 140(b) Consulcants 114 - - - 114(c) Reg. Train. Board 42 - - - 42


(a) Central (PIT) 65 - - - 65(b) In-Country - - - 142 142

BASE COST 444 297 435 202 1,378

PHYSICAL CONTINGENCY 44 30 44 20 138




TOTAL FINANCING 510 347 500 480 1,837

57Appendix 1.1Page 3 of 5

COUNTRY PROJECT COST a-,2 F:NANC:';:(USS '000 equivalen:)

ST. K:7.S AND ,NVIS

IDA Ocher OPECIcem Fund SFR Fund 9orr^wer 7o:a!

1. Civil Works 467 - 435 ^ 90?

2. Furnicure & Equipment - 302 - - 302



(a) Fellowships 104 - - - 104(b) Consultants 152 - - - 152(c) Reg. Train. Board 42 - - - 42

5. Projece Managemenc

(a) Central (PIT) 87 - - - 87(b) In-Councry - - - 185 185

BASE COST 852 302 435 301 1,890





TOTAL FINANCING 979 352 500 658 2,489

58


COUNTRY PROJECT COST AND F!NANC:NC(USS '000 equivalent)

S.. LLC:A

IDA Other OPECItem Fund SFR Fund Borrcwer 7ocal

1. Civil Works 1,297 - 435 - 1,732



4. Iechnical Assistance

(a) Fellowships 151 - - - 151

(b) Consultants 313 - - - 313

(c) Reg. Train. Board 42 - - - 42


(a) Central (PIT) 179 - - - 179

(b) In-Country - - - 179 179

BASE COST 1,982 750 435 435 3,602



TOTAL PROJECT COST 2,280 876 500 504 4,160


TOTAL FINANCING 2,280 876 500 888 4,544

59


CC/U.TRY PROJECT CCS: ES: .NANC";G(USS '000 equivalent)

ST. VINCE.NT ALD THE GRENADINES

IDA Oclher OPECIcem Fund SFR Fund 3arr7:er Tccal

1. Civil WJorks 901 - 435 _ 1,336

2. Furniture & Equipmenc - 681 - - 681



(a) Fellowships 141 - - - 141(b) Consuleants 256 - - - 256(c) Reg. Train. Board 42 - - - 42

5. Project Managemene

(a) Cencral (PIT) 146 - - - 146

(b) In-Country - - - 1 99 19 9

BASE COST 1,486 681 435 350 2,952





TOTAL FINANCING 1710 795 500 753 3,758

61APPENDIX 2.1

SCHEDULE OF PROJECT FACILITIES

COUNTRY SUB-PROJECT NATURE OF CIVIL WORKS

Dominica

Castle Bruce Jr. Sec. New: Home Economics (H. Ec.); Rehabilitate: Woodwork (WW)Niarigot Weiss Jr. Sec. New: H. Ec., Rehabilitate: WW/MetalworkGrand Bay Jr. Sec. Rehabillitate: H. Ec.La Plaine Jr. Sec. New: WW; H. Ec.Portsmouth Sr. Sec. New: WW; Rehabilitate H. Ec.St. Joseph Sr. Sec. Rehabilitate: WWGoodwill Sr. Sec. New: Auto; H. Ec.; Rehabilitate: WWPortsmouth Jr. Sec. New: H. Ec.; Rehabilitate: Met.; WWCommuniy College New Extension: Auto; Elec.; WW

Grenada

MPTC New: H. Ec.; Business; Tec. Drawing; WW; Metalwork;Plumbing; Auto; Electrical; Welding; Adrnin.

National College Rehabilitate: AutoRehabilitate: Hotel Training Unit

St. Kitts/Nevis

MPTC, Basseterre New: H. Ec.; Business, Tec. Drawing; WW; Metalwork; Auto;Electrical; Welding; Admin.

MPTC, Charlestown New: H. Ec.; Business, Tec. Drawing; WW; Metalwork; Auto;Electrical; Welding; Admin.

College of Fur,.:..r Ed. - NewHotel Unit

St. Lucia

MPTC, Vieux Fort New: Auto; Metalwork; WW; H. Ec.; Library; Electrical; Art &Craft; Computer; Classrooms

Community College Extension: Draughting; Auto; Diesel; Small Engine; Welding;Masonry; Admin.

St. Vincent

MPTC, Georgetown New: H. Ec.; Business, Tec. Drawing; WW; Metalwork; Auto;Electrical; Welding; Admin.

MPTC, Campden Park New: H. Ec.; Business, Tec. Drawing; WW; Metalwork; Auto;Electrical; Welding; Admin.

Girls' Business School New (Computer room; Typing; Classrooms; Admin.Richmond Hill Home Rehabilitate

Economics UnitTechnical College Extension: Agriculture.; Electricity; Business; Classroom

63

API!ENPIX 2.2

UTILISATION OF PROJECT FACILITIES

Multi-Purpose Training Centres

Insutuuion Feedr Schools (Grade/Form) Number AiendancePrimary Secondary (Student) Hrs per week

(student)

Dominica (Smalle cenues of two three workshops)

La Plaine-Junior Secondary- 2 Form 1 28 4

2 22 93 19 10

Mlarietot Weirs- 4 Fom 1 72 6

2 73 73 60 7

Goodwill Secondary2 Form 1 180 4- 5

2 170 4-53 155 4 - 54 90 55 60 5

Grand Bay Secondary2 Form 1 115 5 - 6

2 96 5-63 89 5-64 77 55 58 5

Castle Bruce Junior Scndar- I Form 1 28 5

2 19 53 13 5

Portsmouth Junior Secondary- ~ ~I Form 1 53 5

2 30 43 37 6

64

APPENDIX 2.2Page 2

Institution Feeder Schools (Grade/Form) Number AttendancePrimary Secondary (Student) Hrs per week

(student)

Dominica (Cont'd)93 2

Portsmouth Secondary 109 2- I Form 3 117 2

4 94 25 69 3

St. Joseoh Secondary- l Form 1 73 5

2 104 53 104 54 57 55 38 5

Grenada

St. Paticks2 2 Stand. 7 47 5.5

Form 2 126 5.33 123 5.5

(Other Users)!5 yrs & over;In or out of school - 97 18by application

(Adults) - Drafting, 3 49 4Welding, Sewing

St. Kitts

Basscwrre 1 5 Form 2 137 8.5- 10.53 120 7.5 - 10.5

(Other Users)Elecmical Installation 2 24 8(Part-time; non-school)

Tvyiny 1 4 6.5

65

APPENDIX 2.2Page 3

Institution Feeder Schools (Grade/Form) Number AttendancePrimary Secondary (Student) HAs per week

(student)

Nevis

Charlestown - 2 Form 3 73 5- 114 81 5- 165 15 15.5

St. Lucia

Vieux Fort 1 Form 3 240 44 150 55 120 5

St. Vincent

Georgetown 6 - Class 7 x 9 195 5.58x7 105 5.59x6 71 5.5

Camden Park 4 - Class 7 x 5 121 5.58x5 139 5.59 x 4 56 5.5

TOTAL MPTCs 4,515

66

APPENDIX 2.2Page 4

Other FacilitiesDominica

Clifton Dupigny Community College - 177Technical Division (Total) 60 (Add) 2 yrs

Grenada

T. Marryshow Community College -Division of Hospitality Studies 105

(24) I yr )(14) 2 yr )(67) 12 weeks)

St. Kitts

College of Further Education -Hotel Training School No add

St. Lucia

Sir Arthur Lewis Community College - 2 yrTechnical Education

St Vincent

Richmond Hill Home Economics Centre

- 4 Form 3 x 7 103 5.54x6 62 5.5

Girls Business School (no longa limited to females)

4 Porm 4x 8 228 45x4 118 4

1 Grade 8 x 1 16 5

Technical Collere (expansion only)

Elecrical - Pull-time (Total) 28 2 yrsEvening 70 3 yrs

Agriculture - Full-time " 17 2 yrs

Plumbing - no full-time yet - incorporated intoBuilding Droramme

(GRAND TOTAL 1,4991

General classroom space provided has allowed for 25%increase in intake to Secretarial programme (23 students).

67 APPENDIX 2.3

FELLOWSHIP TRAINING PROGRAMMECOUNTRY/TRAINEE INSTMJTION COURSE DATES LEVEL

DominicaI Solomon Pascal ECIAF. Trinidad Agriculture Sept. 1940_-June 191 Diplorma

2 Iarley Baptiste Guyana School of Agr. Agriculture ' Cerlficato

3. Alvn F Abraham Antigue State College Business Studiee Certificate

4. Clementina James Antigue State College Business. Stuca * Certifcate

S. Vanty Williams Anttgua State College Business Stuie ' Certificate

e. Allan 0. Morris CAST. Jamaica Mechanical Technology Sept. lo0-June 1002 Diploma

7. Alwin D.C. Laronde CAST, Jamaica Electornc.aJ Technology ODploma

S. Allan Gilbert Brown. SJPP. Barbados Automechanies Sept. 1089-Juns 1901 Certificate

9. Maynith Lalouche SJPP. Barbados Home Econonice Certificate

10. Velrna Nanthan SJPP. Barbados Horn. Eeonornres Certificate

1. Julien Royer CASTlJamaica-Gemtan Auto Scho Automechanice Sept. 1950-Feb. 1903 Diploma

12. Jonn Brintol ViI, Jamaica Plumbing & Ptp Fitting Sept. 1i959June 1901 Certifcate

13. Joaaph Hendersao Did not complete

14. Elaine Watrington Moray Houe College. Scotland Supervis or'Training Course April-June 1900 Certificate

15. Bernard Henderson Moray House College. Scodland SuperviDs Training Course April-June 1090 Cenificate

1l. TirmothyJoseph SAST. Canada College InsUuctor' Course July-Sept. 190 Cenificate

17. Remington Brunew SIAST. Canada College h^-'"sora' Course July-Seot. lown Cenificate

Grenada1. AnihonySt. Bmuard SJPP. Barbados Motahworking Sept 19S-June 1901 Certificate

2. Leroy Charle Antigua Stae Codlgo Busirne Stud ' Cenilieate

3. Martin Phillip VTDI. Jamaica W.ldingiFabrhation ' Certififtte

4. Devon Charles VDI. Jamaiu a Baskc Osct al, E b Certificate

S. Anthony Lewis VTOI. Janmica Mamarvy & Mee Fixn ' Certifite

S. Chrlopor Knight VTDI. Jarnaica Autoecr tnha * Cerificate

7. Judith Lewis VIl. Jammica Te lzcail (BuaMng) Dravwing Certificate

S. Elna Thomo SALCC. . Lucia MotaHe ' noBc C etifite

9. Theodora Edwards SALCC. SL Lucia Home t Certificate

10. Altord Tannis CAST. Janalca eCU0 e Tolog * Dipbma

11. Joshua Samuol CAST. Jamaia Oid not entpnte

12. ArnadoCastello Elscteity Commassiat. Trinidad Maintenance Training Sept-OcL 190 Attachment

13. Ashley Julian Moray Heu_ College. odadW Superiss Trainng Cours April-Jun 1990 Certifate

14. Alban Radix Moray Hous Coleg. Scodawd Supoipe re'lmTining Course April-June 1S0 Certificat

15. Undon Sookram MAST. Canada Colle Inrtcs' Cowie July-SspL 1990 Ceriflei

16. Thaddeus Maturine ST. Canada CSiol trosrs' Course July-SepL1990 Crtlfca

17. Crafion "ordon MALT, C uan MiVsk & C.aentry Aug-t Os 1091 Certificto

13. Allan Drga LO Deal Labowr Anayd of LU Sept-or. 19a9 CeWd11Ic1te

St. )sNeirls1. FiwoyWilkbn CAST. Jura Elseew XTod ogk t.L 19W-June 1991 Diploma

2. Sandra Wae e CAST. JWaaic Ahottrsi SadiTechndogy Bep 1"-June 1993 Degree

3. Edthe Bedford CAST. Jaaicas Home Iom, c SepL t19W-June 1t92 Diplom

4. M. Denies Waltrs CAST. Jamaic OD not omiplet

5. Jackie WaLe"y CAST. Jamaica Homlae Goone OcL 19W-June 1W2 DiplomaS. E on Pes YTDI. Jami" Cape_aH &111o,e,0abinst

Makid eptL 19W- 1992 Ceausea

7. Owen Wards VIL Jamaica 9rc. 1 Je9

S. Andy 0o ViOl. Jaunas A UlmwchwAn sPL NS-June19 CIs er c^_a

0. Alroy Cozr VTDI. Jtami AaAmclaal Dept 10165june 1991 Certaft

10. Sherlta Dr bAtlgue _S Cdege Bune sel Sept. 19Jun 19u 1 C rtigel cka

11. Clyde WUlae VlDI. Jamabtt Capery A& MnebCrab ot

111116111p111110-JuL ne 191 l Ctl cas

68

FELLOWSHIP TRAINING PROGRAMME Pace 2COUNTRY/

TRAINEE INSTITUTION COURSE DATES LEVEL

St. Kitts/Nevis12 Mansrleld James Electricity Commisson. Trinidad Maintenance Trmining Sept-Oct. 1989 Anechment

13 James Neale Moray Hous&e Cotlege. Scotland Supervisors' Training Course April-June 1990 Cefnlfcate

1 Rudoipn Bvr- Morav knuse College. Scotlsnd Suoervrsors Trainino Course April-June 1990 Cerlficatte

St. LuciaI Josiah Velinor Eectric,ty Commission. Trinidad Maintenance Training Sept-Oct. 1990 Attachment

2 M Oaniel Anligua State College aisness Studies Sept. 19a9-June 1991 Cenificato

3. J Foain Antigue State College Business Studiee Sept. 1U9-tJune 1991 Cernficate

4. Merlin Resce Moray House College. Scotland Supervisors Training Course April-June 1990 Cenritcatle

5. Marie Augier Moray House College. Scotland Supervisors' Training Cours April-June 1990 Certifcate

a. Peter Adonai SIAST. Canada Collegoe Inacuctor' Course July-Sept. 1990 Certificale

7. Oominic Mathurin CAST, Jamaica Three Summers Degree

Programme - Ind. Arte 1991-1993 Degree

S. Catherin Leon CAST, Jamaica Three Summers Degree

Programme - B.Ed. 1991-1993 Degree

9. Marcellus Mathurin US Dept. of Labour Analysis of LMI Sept-Nov. 1991 CertifIcate

10. Maria Plummer US Dept. of LAbour Analusis of LMI Sept-Nov. 1991 Certificate

11. John Monrose Nova Scotia Ag. College. Canada Agricultural Economics Jan. 1992-Dec. 1994 Degree

12. Ignatius Augustin Norv Scotia Ag. College. Canada Plant Science Jan. 1992-Dec. 1994 Degree

13. Randolph Marieatte College of Ag.. Janaica Pre-College Programme. Agric. July-Aug. 1992

Randolph Marieatte ECIAF. Trinidad Agriculture Sept. 1992-June 1994 Diplorm

14. Simon Daniel ECIAF. Trinidad Agricutture Sept. 1992-Juns 1994 Dipbma

15. Myrna Cenac BathlCollege. England Home Economics Sept 1992-June 1993 B.ScIFinal Yr.);k*

St. Vincent and the Grenadines1 Kenmore Ellis Hudderesfid and Bolton Int..

England Technical Educatlon Sept. 1989-Juno 100 M.Ed.2. Minam Hull Oid not eomplete

3. Conroy Jack Electricity Coamision. Trinidad Maintenance Training Sept-Oct 1088 Attachment

4. Cordelia Gibson SJPP. Barbados Home Economics SepL tW19-Junc 1901 CaUkcte

5. Kim Aldon Child. SJPP. Barbados Metahworking ' Cr1cti

6. Dwight Lewis SJPP. Barbados Metaworking Ceticate

7. Reuben Peters SJPP. Barbados Automechanic CerfiatOe

S. AJrick Cuffy VTDI, Jamaica Basic Eleconics ' Cer11C11at19. Samuel Haynes YDI. Jamaica Automcharlcs Cerifcae

10. EJroy Arthur CAST. Jamaica Constrction Technology Sept. 1080-June 1002 DIploa11. Kenroy Cueetellea CAST. Jarmaia Eectrcl Technology ' Diplom12. Edlena Adams Antgue Otnt Collge Busins" Studee SepL 1o0-June 1001 Cestikat13. Alanza Daislty SALCC. SL Lucia Home ranom ice Cerullicalte14. Jonathan Bacchus Moray Houe College, Scodand SupervisorsnTraining Course April-Juno 1990 Ceticllec

15. Charlee Samuel Moray House College. Scodand SuperAisos' Training Course1e. Donna Hadaway CAST. Jamaica Thre Summers Dgree

Programme - Home Econ. 1901-1003 Dege

17. Selwyn Allen US Deal of Labour Analysis of WM Sept-Nov. 1001 CertIlicate

Key.CAST Coalege od Arts. Science nd TchnologyECIAF Eatem Cauibbant Inhute of AgrIcultur and ForetiryLMI Labour Market InformatonNAIT Northb Albert Inute of TechnologySALOC r Arbtbur LewC Commanity CodlbgSJPP Somul Jacrmn Presod PoiytechnloSIAST Saskach.wa nalbA of Arts, Scien and TechnologyVrDI V onal Tchncl Development hnatt

Course not yet completed

69

APPENDIX 2.3Page 3

FELLOWSHIP TRAINING PROGRAMME

COUNTRY/TRAINEE INSTITUTION COURSE DATES LEVEL

St. Lucia

16. Estelleta Rene University of Huddersfield, Technical & Sept. 93- MastersEngland Vocational June 94 Degree

Education

**

St. Vincent

18. Pattie Pierre College of Arts, Science Technical & Summer Degree& Technology, Jamaica Vocational 93-94

Education19. Zita Arthur ""20. Noelene Grant21. Elroy Arthur " 22. Miriam DaSilva

EXTRACT: MANPOWER CONSULTANT REPORT

CHURAT UMAJOR ACTIVITIES UNDERTAKEN. MAY 1986 - APRIL 1990

Activity Dominics Grenada St. Kitts/Nevis St. Luclm St. Vincent

1. Data Users/Producers Hove-ber 1988 October 1988 March 1989 (St. Kitts) March 1989 April 989Seminara June 1989 (Nevia)Conducted

2. ConaultatlvO Co1-wittees eatabliahed March 19S9 February 1989 June 1989 June 1959 October 1989

3. iNM CoordinatorsAppointed October 1969 December 1969 February 1990 Kay 1989 October 1989(TOR Devwlopedand Discussed)

4. Manual (on PracticalSteps In Ehtablishinga IS) prepared anddiaseinfated totechnocrats andPolicy-makers October 1989 December 1969 November 1989 September 1989 October 1989

S. freperetion of LabourMarket

lnformation Dulletin 1968 Edition - lot Draft 1986 Edition - Ist 1988 Edition: lst 1988 Edition: 1st 1988 Edition pub- 4prepared, to be finaliaed. Draft prepared, to Draft being prepared. Draft prepared, lished and dts-1989 Edition to be pre- to finalised. to be finallied. seminated.1989 Edition to be pre- 1969 Edition to be 1989 Edition to be 1989 Edition beingpared In lot half of 1990. prepared In lot prepared in lst prepared.

hlf of 1990. half of 1990.

6. Assistance In Pro- (a) Hll of ducton (a) Dept of Labour (a) Establiahmenta/ (a) Hlniltr of (a) Dept of Labourducitg/Improving ahEl ucation Personnel duEtln october Annual Reports of tics Report producedMaim Data-producers March 19691 2nd Report

being reviewed

(b) De t. of Labour (b) Hintstry of (b) Dept. of Labour (b) Dept of Labour (b) Dprt ofLbur - dcOlnreronnel

P~ii~iin 3I

OQ 1

EC 8 =10 n~~~~~

o xCY,

CIART I (Cont d) FUAJOR ACTIVITIES UNDERTAKEN, KAY 1989 APRIL 1990

Activity Dominica Grenada St Kitts/Nevis St Lucia St Vincent

7. Asslstance in Intro-ducing New Sourcesof Information

A. Labour Force SurvefTAie rteqce given Inthis activity,spearheaded by ILO

- conceptualisationof aurvey November 1988

- design of survey

- drafting of ques-tionnaire

- design and selec-tion of sample

- Preparation of Ienumeration sanual

- training of fieldstaff I

- preparation ofanelytical andtabulation plans November 1988

- preparation ofedit specifications

- preparation ofediting and codingmanual

- analysis of result0 -4

- preparation of oXreports

-'

CHART I (Cont'd) HAJOR ACTIVITIES UNDERTAKEN, MAY 1988 - APR11. 1990

Activity Dominica Grenada St. Kitts/Nevis St. Lucia St. Vincent

D. Hanpower Survey

- Conceptualilationof Survey November 1988 January 1989 September 1988

- Design of Survey November 1988 January I989 November 1988 (in February 1989collaboration withOAS Consultants)

- Drafting ot November 1988Questionnaire November 1980 January 1989 (n collaboration with

OAS Consultants) February 1989

- Design and Selec-tlon of Sampls November 1988 January 1989 February 1989

- Preparation of November 1988 January 1989 March 1989enumeration manual

- Training offteld staff March 1989 May 1989 September 1989

- Preparation ofAnalytical andTabulation Plans March 1989 March 1989 March 1989

- Preparation ofedit specifications March 1989 March 1989 March 1989

- Preparation ofediting/codingmanual March 1989 March 1989 March 1989

- Analysis of Results

- Preparation ofReports

41

CHART I (Cont'd) MAJOR ACTIVITIES UNDERTAEN HAY 19B8 - APRII. 1990

Activity Dominica Grenada St. Kitts/Nevis St. Lucia St. Vincelit

C. urvey of ralnifTlnet Itut gaining

- ConceptualisatIonof Survey November 1988 October 1988 February 1989 February 1990

- Design of Survey November 1988 October 1988 February 1989 February 1990

- Drafting of Ques-tionnaire March 1989 January 1989 February 1989 February 1990

- Design and Selec-tion of Sample March 1989 February 1990

- Preparation ofAnalytical andtabulation plana November 1989 November 1989 September 1989 February 1990

- Analyala ofResults January 1990

- Preparation ofReport March 1990

D. Tracer Studiea/Surveys of Ettployere

Conceptual laationof Survey November 1989 December 1989 November 1989 November 1969 October 1909

Deasign of Survey November 1989 January 1990 November 1989 November 1989 Oclober 1989

Drafting of Quee-tionnalre November 1989 January 1990 November 1989 November 1989 Janiuary 1990

Design of Sample Nus. .ber 1989 January 1990 January 1990

Preparation ofAnalytical andTabulation Plans March 1990 March 1990 Marcht 1990 Marc3i 1990 March 1990 >

Analysts of Result

Preparation of

0 .CIs

CHART I (Cont d) MAJOR ACTIVITIES UNDERTAKEN. MAY 1988 - APRIL 1990

Activity Dominica Crenada St. Kitta/Nevia St. Lucia St. Vincent

Z. Study of Informalctor

ConceptualimatIon Process Initiatedof Survey In March 1990.

B. Training Initiatives

A. National Uorkshopcon:

(a) Labour Market May 1989 March 1989 March 1989 AprilConcepts (St. Kitts)

June 1989(Nevis)

(b) Methodologiesfor ManpowerPlanning

B. Sub-RelionelWorkahop (St. Kitts)

aect yea,(a) Share national

experience inoperational-liing LHIS

fit) Poveos'p At iinntlhat at htat baalland sub-regionallevela.

(c) graalS techsstIemiahIlla requi redfor maintainingLHIS Harch 1990 March 1990 March 1990 March 1990 March 1990

1Q:0e

ox>

I'.

CHART 1 (Cont'd) MAJOR ACTIVITIES UNDERTAXEN, HAY 1988 - APRII. 1990

Activity Dominica Grenada St. Kitta/Nevis St. Lucia St. Vincent

C. Rejlnald Wrkehop

Oblectives

Aaalst participants tomake a greater contribu-tion to the developmentand analysis of tIIIthrough lmprovements Inmethods of data collec-tion tabulation and (Unavoidably

analysis September 1989 September 1989 absent) September 1989 September 1989

10. Consultations with officialsin relation to aspects oflmplementatLon Continuous Continuous Continuous Continuous Continuous

11. Assiatance In establishmentof Placesent Service at Preliminary dis- Preliminary dis- Continuous

Technical College. cussions held cuaeione held

QO DQ '.

0 >i0 S

0

iDm

I S S~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~I

-- --- - - - - - -- --I

- - - - -- - - L.- - - ------- I--- ---

- -- -~~~~~~~~~~~~~~~~~~~~~~~~~~r

~~~~~~~ e .1~~~~~~~~~~~~~~~~~~~~~~~~~~~1

4 *~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~t

OECS TEC/VOC PROJECT EXTRACT: VTE ADVISOR REPORI

|p-TBI4ICALANDVOCATIONALEDUCAION CONSULTANTC1IARLE5J. L-EVEN 8(O) 31 Mirth. 199

j,obE rRorwrAcmrI< PLANNED s|IDIJLE ACTUA REMARKS

YEAR 1927 198U 198 1999

MONTI I A A £ 0 N I A I

f1l.l c_ aTnIsab UONT Am 7 A to A Od.lytoIAclay

YEAR 1997 IVII IX 199019

MONT1 I I A _ 0H __ AI__ IA _ _ _I F 4 |l lAlo t| I IFI, A I, 1 I A S OgtI I IFI,XAI,PlI COMPICICJ. SRnicwDcrantey _ _ _ _ _ _ _ _ _ _ _ 3 l i.sorc Sgti l iscd in mod,(,csjli

r -19U - 10 dealiio.l i 1lrm. door openi9s cic.rL2 Idwa&ISpocify 1.4sraift Stagkw ZCoaplctcd: his La to bc dooc tuly .i

C4piipMCol lids wcrc b*s|d lfd ithis -ork

In ? 6Z^-^15jb"ca at 2wk sca" 1 rtially X compictri T lcsb; Castiaouia as b.Id.

I1- -1I It -mpoc

P3.7~~~~~~~~~~~~~~~~~~~~~~~~~~~~~1F AesIg Psail SdciU.m lii hoesi,c.fal

P3.5 Asalg b Sad Esahsislm:lrd Pvaiw ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ Amle: anb4cdupn ai~majs .~

sclcLc ocupal',al rcm

r).3 AmWe b Piecuresca WoAAh" compla ; W..Ashop cavcrcd c~~~~~~~~~~~~~~~~~vccpg arA~ N

OECS TEC/VOC PROJECT

P - TE NICAL AND VOCATIONAL EDUCAT1ON CONSULTANT CHARLES t. LEVeN (1w) 11 March. 1991

COD PROJUCTAC'IWITY - 1LANH~~~~~EDSCUEDULU l ACTUALSOIIEDULI REI4ARKS

_ U~~~~~~~~~~~~~~OHTH _, iA 1 OIII IF A AS _ r u _D I Pi A -_I _ _ 1 O__ _ ur_ N| c t |s|D I|||1|t

FI4.1 Rhww Sells hogneits - bob brml Compieted. Rnicwe4 s changc. Wt,o.c4

1w14.2 Caninals rnel bumbno fX bWwty set - - -1 1-I - - -1- - - - ---- Complctc: No. delcgaedi to Cuinculas

WLdscom Of {cw coarsou - - - - - _-_ _ _ | | _ _ | | | | * _ 0 | 0 | commnilcc ad NationAl Tsaining Board.

i4T racalsaile atiml ~a 4 - lomle, Compileed: Cowa=a..a to Si,c prionry to Pat

o(Pm-Vftado"l rrogram" ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~Vocational Programame 1MaY.1l91111i omto ada

P4A bovillm inWCeS af~ i fm Mo ppm s H l I Completed Pmecacataice givcn at S. i. Voccoi

_eam a(flamliw foe nor V of _ _ _ _ _ _ _ _ _ | I I _ _ _ _ _ _ _ _ I I I J I I I I I I I I I I I I I SCInar In No.cmbcr* 1911

P43 Dunee. P__am. SC" SW Commit as I CompAle.Pleac1atarLoo gico at DoniA-e.

14i.6 tenS t_nillll_ _wrkshm _owdWMM _W _W_ _ _ _ _ _ _ _ _ _ _ _ I_ _ ~-X | |-|-|-| | | | | | | CompktcLPc-Vool Co>od-aloi -4

an wh Pajod CA"ry ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~in pI"la c a ea Project Corairy

14.7 Tln t_W C. m Is ha Comp_ te Sc" heD uc. I,brCd Dra-|eZ . ry

tooe" NW stickbodowu 0(" "nmmo ~~~~~~~~~~~~~~~~~~~~~~~~~~1959 and Si. ViacenA i. May. 1919

e. i Teb e ats T- _c _a _ _T I_ Comprleted Technical Sb icct Spc9.ai

", ji, - af Techakal Ma&ks & UWto ~~~~~~~~~~~~~~~~~~~~~~~~~~~~Tacha ae(*mcted in each Project Coainry

4. TuTbs t_._kal 3lioc Specialits Traning worihop bcid in Pbuary. May

of CDapcn-dom o d-ialk _______ _________s R JR I ILland ,5petmbe 1940|P4.10 ISeM PIA RdaA Jd ba SPedaIli hr---- Tecabcru of Math aice. Enghah and

cwvkw"f wat b cacb tomby ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~Social Ai"dc ackeced (rov each corarrynio~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~Wcao on^ Conecn p-B sed A pa I

_. t,pn _ N, _) Of _mramLne _ _ __ _ _ _ _ _ _ _I W 1111 1 II I 1 I n I l bidllOnc u-hdA i Dcceacbr, 1990

14.12 UicglU _ _IU-almad ProjC4 MaW b Matcrials intaod.aced Lo tacher, ot

as_n s o9f da plibppb~repdafis _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ 1111 fiJI l Tcher Training Worktho 1

PN.143 lata.c. rebv Teak4 _n _ _ _1Io| Wcea bopb beld ai Dominica.a April 3-3.

14.14 P"aefkat Phftxmin dManw. by FErom Lthi Ipoa4 wok witt he L-&1,t.kca

r4kLIS goventmevid tTs_'a _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ ILMS- i;I+I |_ by the Lmnedfi c lke1 aond ther

P4.135 riaaUa Maiew Capa&r of TawAc&aa0m. polli tacer.wih alge

Fr _h C__I Im y C ian i.l - Co nidint, . | U >pre"rmka fm pad bcstbg ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ Pojc Mngea Ts n Rgonl(ID V

N. 17 Ted and V.U&lo heal In ~~~~~~~~~~~~~~~~~~~~~~~~~~PFojOCt COftduatoF in CT)B (Ai Ci 11^1^~ -|- ll l l l ll l lil ll l l l lill lil 01 XL ht 0200020 Xt Z w C3cs ww @t-

OECS TEC/VOC PROJECT'

- TeCH43CAL ANlD VOCATIONAL EDUCATION CONSULTANT CHIARLES J. LLEVEN (flDfl 31 match. *992

COD flOl!CTAcflVflY> P~~~~~LAM4ED SCiWDULE ACTUALSCHEUEtEI.ARtKS

P5.4 Idoc Ticbmlcs Taa~Us Asa O CaaI !H14. D.a T I A Ac 0..dIED uI cit,

P1.~~ T,do ~~jm* Ipodilid C..ed1 ll A Suu

P5.10 Dsvwsh fTsghg Prgesio w -.km a-a opck:Mapfgmc iI wd

assill Now-formal of City & Guilds ba"~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~) PS.2 cossmisk Wed bwokwm md bbkaq som Cogoplctcd: Doce in conjunction with s,o,i~~~~~~~~~~~~t~ I-

-k-- *(.Cw CaLffsou on PFC-Vociislonal Pt-%nwmc~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~(~I Isaclikma Rnkd ogroomme mdwe lComplaci: r.pn p-".I &I Rcgio,iz

)ECS TEC/VOC PROJECT

r - TBtCICL AIND VOCATtHAL EDUCATION COMStULTANT CHARIL!5 J. LEVENfZU) 31 ktsb. 1991

0)0 ?ROWtFWITVflY -M 1LJ?E SHDL ACTrUAL SCHEDULE RI34lARKS

YEAR 19S17 I9 199 1990 1991

Ka~ P* 9 .,a,d fS. 6somc Tcom of Coaaplctc April 1988: S-b.c-cotlyRcfetcwA for Hadvaid TrohLbn Boards w~~~~~~~~~~~~~~~~~~~~~~~~~no-dmrlcd during varijom mc"iinga

Pr EiabIidmoc b oNtfUlml Trla l Colplc cd. Es.l lhl by M- b 1939altbonb mot sti ri'ulw by go-crba-c ts

N3 6 og Naimat l TrahLen Doud Co r

M4 TrahLift a(Hatlemall Ttidolog C~~~~~~~~~~~~~~~~~~~~~plciul at Conpic4.1 i"a.r and .okh

rts rim moming e(MAk"l - - - IA 1-1 ~~~~~~~~~~~~~~~~~~~~~~~~~Coo.pcli:4. All H-.d. -1c tl 1.a

TrokLkg nwrds 00~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~OCC by M..ob. 1989

P4. ataUlismimmok (Amendm Watpakme Drf,ofW, PInI ot brcc IJ-.d

__of Hatloml TthI.1 4 Boards tanac b uy19

~~ o ~ ALThA INd Deb~R YEA Igo I __ __ __ _____

P71 Pquradeel .1 DnAk Tarms of Bdokocge Cozipkicd Dion Tcru. of Rclct,cnof Rcg;aml Tr* Wag Dom rd ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ptp.ro4 bor co-sIlkrtioon of Ni Ri.

P7.2 B&fLag of H"h OfrK Isal es Role Coauplctd All 0OICS co-Anc. ~,.~and Puectka o(Nional Board ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~.1 Drd,,ing Wo.1..hp

p7.3 Approal of (Turs of Rcknc.ce by CorapkClC4. Pai.bliitt-cai of 01ICST,.rk

OBCS 164LOINU" of Bdu"tim ~~~~~~~~~~~~~~~~~~~~~~~~~~~~B04Fd apptoord in Octobc,. I99

p7.4 Luawigwal MUmig of RqlsWal +t 1 ]Coapkiod. o.ogoral M"Iu.o b,cli -

Tro" bmrd A I ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~In Tortola. DVI la Ociob-cr 1990l"13 PTCp.aUusa ofDraf W.A PlUA Frura .c"ag of Dr.tLwg Coram,tic4

'P7.6 a,o.lkese of DrNaf Woat PU* r-1 Dionl -.O1£ toRuB CQ -aoIto Doord M bcn I f- cl..1.1loo 1. -c-b<ro ->,:,~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ 1Z

- - - -- - - - - - - - - - - - -~ f - lillga4 un-r,0F1.7 1 nmii"lwe e(work mai ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~(D mn


P - TBCHIDCAL AND VOCATKWAL EDUCATION CONSULTAFtT CHARIES . LEVP?4 (W) 31 MUgih 1991

r UIQwT Ac-I Y ; -' - XIMAHN aEDIULE ACTUALSCHEDuLE REMARKS

YE"A 1g7 I93 1999 1990 1991

I~~~~~~~~~~OT ,j( Nl jj _A

YES 1J7 J 1909 1990 1991

PZ ~ ~ ~ ~ ~ ~~H±LLL1 LA |iIF'Yi'IT ;| -_______||||_-_ 4 qic swex csdl, oi~~~~~~R a 0fH wl JI 0 I1 A IF4AI J'IF' 4AI41 I AIO 10 DOI$F 8A uiJIS AISONIDIJ F A LiI IJ

PI. I Re k-Design md DmEE Le vi| lyait rcxcd Cin modificmoocrI Cr4T 1 ~ i- li7 1ii 1I9I I [ 19S9 1 19 1111TI111.91 L1e &y ea|i I .Il l A sI l r ll l l l U l l l l N D 2 P I lh§lal A M o N D IlI F I k 4 klio od

P2.2 bdcm*13r~~~~~~~~~~~~~~~c* Lamming amisma ~~~~~~~~~~~~~~~~Compe4c: lbis bLasd to)01c ldO(tf ly)1 a os

Con.lettd Wo M bop cOOr Lbiq Work

F2.3 UgecUm of bWk bcftbcs Partially c1 mp d Cnd lu0Ctnbuim

Cnomplid Woe 0seifcslce

Cbmapkete: Partial lio mpe.ivc sd (am~s

seood odt Wi lionl s a

I'll AN" Piead Slcwiam log P cgm2Compketed Through visits to eab P.ojel

- ----- ----- ~~~~~~~~~~ C-vifP3.1 Ass(idi NW opabEvahiaIi2d Piwsemer~k 0.Af.i c(ctt mma

P3.9 Awi Fis Bl ScvhoctWm3ld Proesuomd 3n-


r - TUUNICAL AND VOCATIONAL EDUCATION (XC4SLTANT CIIARLM I. LLTVEN tfiOL) 31 March, 1991

F4.11 Rcvww Exuaft ft%irmsamaa - bo& lonoW ~~~~~~~~~~~~~~~~~~~ComplIcede Revbiewed as d sn,*ca inUodiacc

14.2 Cosmk lacsill Wisist-tas mA bA.My m ~~~~~~~~~~~~~~~~~~~~~Complchcd How dekgtacd to C10suffkwt

WGa~~~~~~~~~~~~ Of WW g[~~~~~~~~~~~~~~~~~~~~~~eiLcea and Hatiosal Tiaimq* BoardsaF4.3 ftcdmft R%ionA agmumm m piwky ~~~~~~~~~~~~~~~~~~~~~CspIek4 Conawma to givc pnonly to Pee-

of rpo-vwauama rVagraiiinian IL ~~~~~~~~~~~~~~~~~~~~~~~Voealsonal Progranmm May./19U8 in Orausda

NA 69redwe tessocatp, o(Moillsilwair AppfteA m ~~~~~~~~~~~~~~~~~~~ComnpkAe Preacai.o giv,en a(t vi-Vueia

mcam of lkladmay fm MW of FAF& ~~~~~~~~~~~~~~~~~~~~~~~~~~~~Seaiswr ma Noveumbeg. 1988

IKS 0 Pi IPPW omp UW ommum " a I I T ~~~~~~~~~~~~~~~~~~~~~~Complete Prescolut given ai Do.uw" cj

ans, CA& fteimi C~~~~~~~~~~~~~~~~~~~~~~~~~Waq im~~~~~~~ plac in each Project Commry

111141.1 Tnis Owyk-L.- Comannfie" im at ~~~~~~~~~~~~~~~~~~~~~~~Coaplete Seminars hekd I)ounmizca.Pebnry

omcepu mw =068map of do T -1 1~~~~~~~~~~~~~~~~~~~~~~~~~~~929 and St. Viwcent imk May, 1989

P4.8 Oded TochnicW &&bDd 40c"M fm ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~~omleedTechnical Sbpuet srecuish

&Wbormad of Tocbww b6o"Ca a unks ~~~~~~~~~~~~~~~~~~~~~~~~~~~~Teacise, selcteLd im each Psoject Coumti

N. 9 TrWe Twkmka &Ajc4 DrxkHsft he ~~~~~~~~~~~~~~~~~~~~~~~~~~~Tismaing wosksbops hetd w llebsiary. M6ay

Tead chcrin 0 r 1990aas lgis o

- ewyknim wftt is M& momo ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~Social Stdadcs slcked (rmm achb com.ai

N. 11 Tuie ReloWd bAOd in ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~Workshop Os Conu- eay-Bl..sd Approach

-C&Odoka of rfee- bc~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~hld (isrcnada is Decmber. 19903

es mcams at &-vckpdft apprelliclaft moiliAce ~~~~~~~~~~~~Tcachcr_Tra-sag Workshops ____

wAcvaid gowAmead andmwkim ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~by the tisirar tcelaril and vibe

Itoss the C-asteY ( uscaha Cootna.hoior.

FW.116 Conaluid hr-~~~ Teacbeds, Wodmbo" is - - - - - - - - - - -~~~Proect Manactv. Ni Be wad Regional inl 0

Canmdtmsis. with Cooidss..aloa by the

P4.117 Tca mA V&IW&m hug. is WAWADA ~~~~~~~~~~~~~Pgrs$eI CooidinLov on CtB )o


P -lt INICAL AND VOCAT)O9IAL EDUCATIONCOONSULTANT lCARLES I. LEVEN (ILO) 31 March. 191

p~mcI'6|ACnVr F ; :.: E T|SCHeDULe | : 77:: | ACTUAL SCHEDULE REMARKS

Yu I 19" 1989 1990 1991

1ix ------ I I~~~balm I IA18101 I FL 4IN I1 I AL OII i t1I11 i I1 IJI u It A 5 tAn*'"- 1''^i-PISx ~idi h-.a -wh~ ar T i Complac4 Most pffog.ammasc Coy & Oujild

FS. z cmwA mew boadvausts 46 Clu p1 1 - .on. i n c.spanctim .........................................................h.. wot.

weaw=m of wIwLI0:i ar*sa ::

r5. rj u Rgaimahasr - CouqAcUA: Papera pwtacn"4z at Reg~ionalad dw Ped-SwAsAmY LAM ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~Sceiuar, and Wofataopo

P1.A Pvq"u T.cJica hq.aI kw P-------- -------- Closu~p4cud TccIunicml Pgoposal pmcpasc focprncaiMoi. at Orcada Saaiior. Nov. 1919Com9peLed; Agrecmeni on. Rcgicnal approacb

mochmi~~~~~~~~~~~~~~~~~~~~~~~~ K~~~~~~~~~~~b~~tchc at Dlamiaaac Wogdsbop. May 19904-PS.6 .&hd T..mk Tcch AIcas te-l --- CbmAcnpck4: Da*ainesa Stadics and Ic~uicilyl

PM" Flo~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~Sciuuica .cIcILd ma May 1990P5.i acaicA ON&JOIA apeejai - -- -- -- Compi4c4: Specialidt teachera in eah armA

.aICCScd rUMa each OFA-S coLmwry

CoupIp4cd: Systems Approah mc-bodlok uaigt0wricudissis Devabspoom acgvkm - - - - - - - - ~~~~~~~~~~~~~~~~Coaapctrace-beaed Mo&bjia Approach waccLcd

P1.9 Tinte b6~~~~~~~~~~~rd Speclahid C.~~~~~~~~~~~u.u ~~Specialioa trainod in DACVJM compr*cec-FS.$ TrWe bob*d BP""" C-wdWsl- b~~~~~~~~~~~~~~~~~~~~~~~~hard socibodta"~:St Iawis Wockairop. Aug. 1990

P1.AI DcwJc4 miadala and aomscas Materruls being dcvctopcd w coojnaci.,

P5.14 Pisdnai MoslCe md OW&Br

cox


IP - TCHHIKAL AND VOCAT)IOAL EDUCATWM OMSULTANTCIIARLES J. LEVEN (1f) 31 Marc. 13991

I~~P~~~fl~~rACflVlW IIAJ*43) 8O4~~~~~~)ULE ~ACTUAL SCHEDULE R134ARfKS

N4 I tyouep.ad oft uockicm Tam, ofCmltd p1 9. uc.U

P6.2 Bmbbdmb" ad Maiaml TuWft ~~~~~~~~~~~~~~~~~~~~~~~~C~wpkic: Eoubholto4 by Match 1f99akbo.wh mi all riariSC4 by g,_-_-__

NIL3 DrWimc of Nk ma. TmkAMg Dowd Comw$ciod thacugh paniipa(iitam Lo Boad

_t- rir _ iIR. q u,__Eu |*of Mu_a,es" H d I _ _

-LL- m :Ctmk: All Bourds mcI at "A,

ft.6 lHasloNallommusid AmmW We&*m Ch~~~~~~~~~~~~~~~~~~~~~~~~~~~Daft, olf Work D'Ian (of rch IIon80

P7.1 hwaaihm atf DmA Tema of Eu&mam: Compkid. DWIa Trima of cIkcgcxcc

of seems" - - -~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~piqparc4 lf oi a.crahii&ntof ii B.F7.2 fi of KM oftlals tom RdAe ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~Cosmapkac. All OI,S to-.w.a mpcj-r.so"

mod PaKAks of Rcgiond ~~~~~~~~~~~~~~~~~~~~~~~~~~~at Bniclea WorlakosP7.3 Apfnu.w1 at Tc.in of Rckaomo by

-------- --------- Cnmplctc Utablisxaicuid of ()l-N T,asmopoom N&hWdmo ad BAK"ka I ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~BO.rFI appwOVCJ ta OdobC(. 1990P7.4 haawwWuIModiqt Rcgaml

C4 4cLk4 lotauullia.g brIJT-imft

!!-~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~Tonto. B VI.a Oc tb.k l19OP7.3 Rcaua6e of DmA Weak Pta. -a w eisgn o Dnaimtwj C'orosgufag PASoomal Tn"m No"4 ~~~~~~~~~~~~~~~~~~~~~~~~~~~~bcl.linDc cmibcs. 1990

to boiLffd Mcmbrre ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~~~~~~~~~~~fa jcaa,a omcbs

87APD'ENDZc 3._

CIVIL WJORKS - CONTRACT AWARDS

CONTRACTS ESTMATED NAMEFUNDING SOURCE AWARDED OOVT LOAN FUNDS CONTRACT OF

ITEM USS AMOUNT CONTRIBUTION IDA OPEC DATE CONTRACTORAl DOMINICAAlI Clifton Dupigny Community College 167.718 36.906 0 130.812 15-Nov-90 Gilbert Guye ConsirAl 2 Goodwill Secondary 131.892 39,563 0 92.324 22-Jun-90 Jules Sampson ConsarAI.3 Grand Bay Juruor Secondary 19.122 0 19.122 0 25-May-90 Antoioes CotssirAl 4 Pornsmouth Senior Sccondary 99.259 29.778 0 69.481 21-Sep-90 Gilbert Guye ConsuAS 5 Portsmout, Junuor Secondary 135.562 40.669 0 94.893 21-Sep-90 Gilbert Guye ConstrAl 6 St. Joseph Secondary 37.579 0 37.579 0 15-May-90 Ezra Fabien ConstrAt.7 Mangot Wcirs Junior 91.860 27.553 0 64.302 15-May-90 Swrthin WilttimsAl S Castle Brnce luruor 57.800 31.401 26.399 0 21-May-90 Swithin WilliamsAl.9 LA Plaine Junmor 611.39 20.652 0 43.117 28-May-90 Swithia Willihcm

SUB-TOTAL DOMINICA 309,631 226.530 *3,100 500.000

A2 GRENADAA2.1 Grenada Technical and Vocational Institute 61.151 0 10.609 55,391 12-Apr-19 Joseph John & AssociatesA2.2 Domestic Arts Institute 60,396 0 10.614 55.3S6 12-Apr-89 Josepb Jobe & AssociatesA2.3 La Forlune Multi-Purpose Training Center 503.990 34.737 74.577 359.223 25-Jly-t9 Consulting Engiseers Partnershp

SUB-TOTALOREtlADA 630.537 34.737 95,a00 500.000

A3 ST. ITS & NEVISA3 1 Technical College 121.155 24.,55 48.500 47,101 25-Feb-91 RawlinsCoustructionA3 2 Bsscterre Junior Sccondary School 615.342 115.342 251.S12 243.1,8 25-Feb-91 Vineent Mouton & AstoeA3 3 Multi-Purpose Trainini Cenier. Nevis 516.953 105.953 206.989 204.011 30-Jly-90 Noral Lescott Consitrumon

SUB-TOTAL ST. KITTS & NEVIS 1.253.449 246.150 507.301 5C.000,A4 ST. LUCLAA4.1 Sir Arthur Lewis Commwuty College 2.634.293 1.333.279 963.703 342.297 l1-Oet-90 I.F. Jeremic & Co.. St.LA4 2 Vieux Fort Secondary School 9S6.566 346.695 443.997 157.703 Aviero Con Ltd.. Canada

SUB-TOTAL ST. LUCIA 3.600.19 1.699.974 1.407.7W0 50o0000AS ST. VINCENT A THE GRENADINESA5. Multi-Purpose Training Center. Oeorgetowrm 425.201 0 331.491 16l.509 04-Apr-90 Milton i. MeyenA5 2 Multi-Purpose Training Center. Camden Part 390.722 0 331.491 163.509 07-Jmt-90 Joachim Enqsterng LUd.A5.3 Technical Colkge 194.624 0 163.7t7 33.513 16-Jan-91 Gibsoet Cm LtUdA5.4 Girls' Businesu School 193.712 0 7.646 44.554 30-Apr91 Milto T. MayenAS.5 Home Economics Center 179.145 0 6S.655 34.915 05-Mar-90 Miltog T. Mayen

SUB-TOTAL ST. VINCENT 1.314.11t 0 93.100 500.00WCOUNTRY TOTALS

Al: Doninics 109.631 266.530 33.10D 50.000A2: Grenada 630.337 34.737 95.800 500.000A3 St. Kiits and Nevis 1.253.449 246.150 507.300 5s0.00oA4 St Lucia 3.600.159 1.699.974 1.407.700 500.000AS: St. VinceAt&LteGrenadines 1.384.111 0 913.100 500.000 _

TOTAL - ALL COUNTRMS 7..657 2.247.391 3.077.0 2.300.!100Note: Wbere the amount of the connact awarded exceeda the OPEC/IDA totl allocatin. the diffefec, is Abdbd by Govercsaet.

Includes Governernt Cotribution. Exeluds di*bura by Govesteat mm yet elaisdtreditburasd by C'D.

89

CIVIL WORKS - TECHNICAL REVIEWACTIONS RECOMMENDED FOR IMMEDIATE IMPLEMENTATION

(USS)

DOMINICA

E*tmat.d

Facility Actd Coal

Castle Bruce - Insall windows - Sawing Roin 4.000

- Install omergency twitches (2) MetalJoods 200

- Advise on layoutlusa 0

- Advi e on um 0

4.200

- Improve pit mrvice - Auto Shop S00

- Intall emergency switches (2x2) - Met.IuWoods 400

- Advise on layout/use 0

9100

La Plaine - Inual emergency switchs (Woodwork) 200

- InMtail windows - Sawing Room 4.000

- Advise on laryo.'use 0

4.2W

Marigot - In mall windows - Swving Room 4.000

- In Mall emergency witches (4) - Mstals/Wood$ 400

- Advls on layoutuoe a

4 400

Ponsmouth Jr. - Correct pit mrAce - Auto Shop 3.000

- Replace wash baon - Auto Shop 100

- Replace door - Auto Shop (Priority No. 2)

- Advie on layoutsus 0

3.100

Portsmouth Sr. - nmail windows - Sewing Foxxn 4.000

- Insall emergency switches (4) 4M0

- Adbvs on layouUuss 0

4.400

St. Joseph - Install emergency switches (4) - Mestas/Woods 400

-Avse an layoutPuse 0

400

CDCC - Correct slectric power - Auto Shop

- Advise on IayoutAs 0

TOTAL 21.30

90

A'PENDIX 32*Page 2

CIVIL WORKS - TECHNICAL REVIEWACTIONS RECOMMENDED FOR IMMEDIATE IMPLEMENTATION(USS)

GRENADA

Facility Aceon Coat

MPTC - Auo Shop: Widen door and impro_ pit mr.'eo 750

- MeLtal: Install emerency exit 200

Insal emergency switches (2) 200

- Woods: Install emerg ney switches (2) 200

- Typing Area Cowr dloor (vinI 3.000

- Administration: Insail burglar bars 3800

Conduct feasibility soil dudy goo

- Advise on layoutlue 0

8.950

Priority No. 2

- Covr walkway - 1.00

- Erect wire fence - S30.000

National College - Auto Shop Nil- Advise on yWut - Hospitality Akt

91

APPENODIX 3.3

Page 3

CIVIL WORKS - TECHNICAL REVIEWACTIONS RECOMMENDED FOR IMMEDIATE IMPLEMENTATION(USs)

ST. KITTS

Egirmaed

Facility Acb__ Cow

MPTC, Basseterre - Auto Shop: Redesign workipit area and connect water C.000

- Homrn Economic.: Protect exposod watr pipes 50

- Plumbing: Provid air extractor 250

- Woods: Install *mnergency wItche (2) 200

- Metals: Proqide air extractr 250

Insall emergency oSitchls (2) 250

InsWail sink (Prbity No. 2)

- Typing: Cover floor (Vinyl) 2.94a

- Electricitr Correct electrical udets 300

- General: In Uall security lights (back) 200

Incall water fountains (2) 5S0

Correct oxtemal pnr connectionc 200

Advinse on iayutruse a

13.100

College of Further - Hotel Training Unit NilEducation

92

APPEND I x 3.3Pace 4


NEVIS

Esdmmted

Facility Acon Coe

MPTC - Block8: Replace windows 15000

- Auto Shop: R.d.eign pit mrvice. oxternal door. sink 2.000

- Computer & Tping: Cowr floor (vhny4 4.000

- Metals/Woods: Inal emergency twitches (4) 4.000

- Utility Roomn Insall window (1) SO

- Priority No. 2: Replace kitchen furniture - 5aOo

- Adve Xonlayouttue

25.050

93

APPEND I X 3.3

Pace 5


ST. LUCIA

EidmaZd

Facility Acfon Cod

MPTC, Vieux Fort - Metals: Install emergency switches (2)- Woods: Install emergency switchos (2)

- Advise on layuts (except Home Economics)

94

APPENDIX 3. -

Page 6


ST. VINCENT

Facility Acdctn Cod

MPTC, Camden Park - Auto Shop: Intall new Ink 200

- Metals: Intall emergency doo 120

- Install emergency twitches (2) 200

Install air extactor (1) 250

- Woods: Install emergency switches (2) 200

Install ir extractor (1) 250

- Typing: Intxall Boor cover (vinyl) 3.000

- Administradtion Inll burglar bar 3.1100

- General: Install drinking water fountains (2) W0

- Priority No.2: Erect fncing - S0.000

.. 520

MPTC, George Town - Woodr Install stairway to emergency exit _

Inshl air extractor (1) 250

Metals: Install suirway and emergency exit 00

Install air extractor (1) 250

Typing: Install vAnyt nowe cew ring 2.900

Gnesral: install rain drains (all buildings) 6.100

install drinking water fountains 500

- Priority No. 2: Instal wire benchg - S20.000

- U of clasroom as drawing room

10.120

Technical College Nil

TOTAL 18,640GRAND TOTAL 38,640

Note: Grand Total includes Priority No. 2 (Install wire fencing - $20,000)

EQUIPMENT PROCUREMENT - EXTPACT: CONSULTANT REPORT

C - EQUIPUENTpPRCUREMENT: CONSULTANT F. FREDERICHS (ILO) if. QU_ARI-EX 91

aaZ T I: -:- r , . - |TAEr! MM C4a I 4MnAL REMAnKS

Ics I j I Rn NNOIr -- s c -

CS. 1. 3 Teeds Om brufde na na MAR 91 Fiequesi has been send lo loue supplice tSugethe. Wlh awaid Of Cw,nI.e I.. equapnuivio

CS. 3 3 Ebausm na na MAR 91CS. 5. 3 Aw_ off, -ws na na APR 91 _ ___C5. 6 3 h_pecm ie goods na na APR 91 _ _____C5.7. 3 F dIOgw na na MAYIJUN 91 ExpecIed to saet In JUUAUG 91I

3 I 3 o of dg_o na na JULJAUG91 Fiei dlvwyheaxpecied in AUG Of

[cs I i limsmALAToH WYmETOPVnw - mmii ~l

C6 1. 1 T.ansp And deaF naIc .dtch na JUL 1990 Oca 90 , Td 9 ioae m he goods hav been moed lo ihemi dshunalaxioc adenisad' sold blE .dd

CL 1. 2 Tamepori Aetl ds.1m 2.lle h na na DECIFE8391 1ECRi 91 Mo t OIhe goodc hav beon moved l Ihe deslAnaisaws aid lsnqxn aly su ud

C6. 2. 1 beolms of goodd na AU31990 OCTMaMOV 90 0[CP 91 In mosi o he couniises siltted. wheceevee lsasuble

0C 4. 1 DEssli, MC 1990 APR 1991 MAUAUG 91 Wheseves csiAble in Technical colloges, bul nul yel wiaad ia Ml I( S

C6 5. 1 Wo,hhMpIwuAwv "sdo na FEB 1991 MAM 91 Schduted Ib MAI Pl. ale# secoap of computed equapmenl

Im 6. 1 Pews,q _diwnmc pl m na MAR 1991 JUN 91 _ linlboduclion of PC aided Manlonsnce conleol pl.aitad ba&d i ,s,u.m- y ,odot4be i.Ybl

-f 12 AX

06 1. 12 Tumwsad"hedlaeO | na | na MAYMJUN 91- -

06. 2 2 hsaeodmasoe _ na na JULWAUG91_CI 4. 2 u na na JWAUG91 _

lCe 1. 13 IT .epaa Uual dedm* I na I na IJ[UAUG 91_1 -- I_ ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ _ _ _ICL 1 3 lflAKpeesm Ime nma na SEMATY 9 I I

_______ _ na_ I na I_SEW=_91IC7. I. 1 =2|* * _ anCoda a nYIJUN SI 1 Wmgocps In each psogec coungly scieduled un (mdci iu iieaalio CItp shgjiipi.i ti

1e lon of guidelines planned to be used In. CAP lenasmn d a,n .... t

(snmnilni hw- F Fias1amgihs

C - EQUIPMENT PROCUREPMENT: CONSULTANT F FREDERICHS (ILO) It QUAR IR 91

aCOD P"fWErA r. TAR0ET4j1"3W I CfJ MNT I ACJ1.JAL I._ _W_.

[Cl EQUIPMENT uJsT

Cl. 0 PC dalAbese lnAaUml na JUN 1988 JUN 19M8 JUL 1986 Safl in APFI 88 wI el8liQ up ol iliovalive PC rauluilill byin.i1

Cl. 1 Code sy^m kl equlpnmd na SEP 1988 SEP 1988 NOV 1988 ldenilicaion code lobe appied lod liams listel ltd lCI IY INST A OhCCUiP

Cl. 2 Pelhnaykilso1equ p_u na JUN 1988 JUN 1988 SEP 1ION tIl stseceivd wwliol adequale Idldil,hcaliuti uliq. omiei ti a, -1,pi,bilad

Cl. 3 Wihkhop: Equipmenae.quom.wat AUG 1988 AUG 1988 NOV 1908 holacs alfliained ihlough missiois a id Sem,nai

Cl. 4 Madew bl wi peci DEC 98 SEP 1988 SEP 1988 OCI 1868 Limiled feedback humn Piol UMgis 1,1let 11 p116 ai ip d lI 221aC1. 5 Coa.ediua*.o4equ1pme. CNTAYRY DEC 1968s NOV 1968 NOV 1968 NOV 1968 Mlilamccod imnlod *nd coun~il y/tlilule wislis alul id i NOV W

Cl. 6 _ Apwvl by PAkcsay DEC 19681 JAN 1969 JAN 1989 DEC 1ge unanimously appio,d by DMIGDIVC ptol mgis Amsiidinewios Jiu h I, U A lN

C2 1 | jwaapbocu@mamedl O nCCI AAUG 1968 AUG 19 OCT1 Adi. i. BuaiiiUes FOtum and local New s

C2- 2 | 'Fad piequalSld a|aP Oa|JAN 1969 JAN 199 IMAR 199 Compl^d4 90 aigabla pioetil.l blddat .gisleiId

.C2.3 1 ISuppI & Ubup I | 19S0 MAR 1991 IMAR 1990 Dae.basehCsbeen slup-whodaliveiswhaI

[ci lIAWDoIJoocuMwn' - =Av" -

Cl I in_ , uclioneobldd APR JUM N 1989 JUL 1969 JUL 19o BadonWORU BANK(piocaduie Compliled

C312 C anondtlonbad na JUN 196 JUL 196 JUL 1999 Based on WORLD BANK piocadules Cumpilad d

C3.3 - swduh.d lquke"r na JUN 1969 JUL 1969 UEP 1969 Fo 22.6d4 line lame. defined 100 psce schedules in 16 bid packmJii

C3.4 Worshop: Psocoes psaedwe na JUN 1968 OCT 1989 OCT 196 3 daywokhop hId i LC Puoceduies Im hle pgovisi,i,t .eliliisl.,i-

C4. 1. 1 Speclbcplacus a_na | na na 15JUL89 31JUBL09 b.cau"(eoinceeasdnos olCOBMoinbel =

C4.2. 1 PR ds o|plinhallddes na MAR 1969 JUUAUG 89 I9SISEP 9 4Bideldhave beenl egisuaad

C4. 3. 1 ilsaalm bsoTende JUN 199 AUG 89 29 SEP 89 03OCT88 |Invulalion lo ltnde have beenellil)A8 i eg PA siel 8ll,IIa

C4. 4. 1 PUbla bId openIn na OCT 89 22 NOV 89 08DEC89 143 bWde woe. usceived locn 20 eligible biddeia lot 65 P SC4. S. 1 Old exavlna on na OCT a9 NOV 89 DEC99 oul of 10 Pice Schedules. oly 5 have beaei quoed |>

IC4. & 11 mId amaiadmm OCT 1989 NOV 9 JAN 90 FEBO Total of 52 PIce Schedules laco(nmendad

IC4.7. 11 I~PalbyPAMOounky na DEC 69 JAN 90 125MM90 Equlpmentlos US$ I.Si.l51 has been appbovadcC4. B. 11 IAeaida1 lleshs*s"edts DOEC 19 OMDEC as MAR 90 4 AMt To a Supptle. at eccpl ol Peluiannce bon 1 1

C4. 9. 1 I Pa nW ci invoices na IJUN 1990 JUL 90 31'W so |USI 1 304 s5e has boon olea"d solI lm oquipmeipi. pu:ii dJ,ii, I 1-1l.-

Compiled by: F.Fiederichs

C - EQUIPMEENTPROCUREMEENT: CONSUL TANT F. FREDERICHS (ILO) [L.QuARTER 91

[XV~~~~ P1KUEGrAOmIT TAIIkE /EVWSW CUFaMI" ACTUAL __________f4AFIKS _

[C4. 12 | PROCUREUEIT - SCB

C41 1. 2 SpwcJ peocue Rod"e na APR 90 APR 90 MAR00 . dvniae.mznl nor 1wnkuie in local nawspapo, of pil.tI z ,l. i. =

C4. 2 2 fIoode o petmnow bider na UAY 90 MAY 90 APR 90 five potential local biddets .m Iuintitig. have been ai.ih u

C4.3. 2 inta"ilm Tin7 na APR 90 APR 90 15APR90 Invlat.onslolandef have besnsndlo33 egisietd11t.0d

CA. 4. 2 Publlcbidopemeg na JUN 90 J111I 90 ad AU9 0 24 S0 10 SY 7bids wae siceived Iom 12 bidds=C4. 6. 2 hdw ewolbm na AUG 90 SEP 90 04 OCT 90 ToWl of 2 Piice Scheules *ommendod ol of 44 * oJui.l

C4. 7. 2 Aeage by Pnmouniv na OcT 90 NOV 90 09 NOV 90 Equipmenl tue USS 765.207 ha been appuovodC4. a. 2 Amead iof enbe na NOV 90 JAN 91 10 DEC90 To 10 Supplimss 3 wJCIF, I _/fOB, O w/En -_oeis waid

C4. 12 Pea.m_tat oi eo I na MAR 91 MAY COB has soceed he 1iIt ihipment doce and p,ncsads I,. 40 Odb WeinApA.1

C[. I [ IJraocuXEaaa T - SCASS

C4. 3. 3 haam bo am na na NOV 90 23 JAN 91 Invitalions lo Bid have been ecnd o 20 eleciad Blddew 8

C4. 6. 3 ex a _ na na FEB 91 22 UAR 91 All IS P _._ SchduLag ecommended out 0=d

C4. 7. 3 Ahproeud by PAor na na MAR 91 17 APR 91 Equipmont lO US5 244.075 has boen appsoved

C4.3. 3 AardSof enuaoe fla nx MAR 9R1 06 JUN91 To 7Supp4lbss 3 *IF. 4wEA-wksawasids

C4.B. 3 jape,mat okPmo El d- AR 91 AUG 91 Shlpmenl document *xpected in Augual DI

ICF I I 7TRAM41= T - V

CS. 6 I go_eol f _go*" na MAR 1990 JUN 1990 J r 90 Cdflihcate ol inepcthon havbebce jcivd hfom Supplei

C5. 7. 1 haw adted aBe i buA na MAY 1990 JUNIJUL 90 NOV 90 fist balche ol hipmenu have been coii'l.ted

2 fP_wudl4 d Gode. 2badeb nfa na DSCSAR 9t APR 91 Soc"md batchn of shipment have b*en completd. except PC dviii-y tu, tOUSYSTCS. S. 1 Rell e i goode DEC 1990 nat OCTNOV 90 JAN 91 fhi btlch has been oceived. cloead by cuslom. and painlly nplmd Ip 111,81 dseiniat;0

2 -W ofd 0 na DECIFEB OECIFM91 Second balchh bo x*n enceed and patnlyclost11 hyusl-mlls f.C04PC

ddivwx y by EDUSYSTEK45

C 2 A- . c -_ _ . _ .

CS. 1. 21T Tae. -wdI na NOV 90 DEC 90 24 JAN 91 lnvilation has boon osnd to supplei wI EX-wo0dk os FOB awn-t

CS. 3. 2 Evelkeelo. na JAN 91 FEBJ 91 15FEfB91 The equei lot an seopeates oHi t, sh.pmeni lesulied im sa.i'.,ilJ $ 130 000

CS. S. 2 Aed_adoloorlaicts na iFEB 91 FEB 91 01 MAR91 Aaide1w Omdoraidingt ofgoodasaued tu 7 601uppl.e1i se a ,,t.tO,,; I c-11 &,

CS. 6. 2 npecA loig de na APR 91 APR 91

CS. 7. 2 F'rwwdhn of Goode na MAI 91 MAYIJUN 9i So let. hvo suppile have send lheslshipmeni d nCuiHA -D

CS.S. 2 Recedo oo |d na IJUN 91 |JUN/JUL 91 1 Flimidellovefy.peciedInJAlN,|

rCnmpil.I by F Fvednrlrhs

EQUIPMENT/FURNITURE PROCUREMENTSTATUS OF SUPPLY(USS)

TENDER AWARD TENDER AWARD TENDER AWARD ADDmONAL TOTAL VALUE OF BALANCE

TYPEOF INSTffUTE ALLOCATION NO.1 NO.2 NO.3 AWARDS AWARDS INVOICES (OVERRUN)

DOMINICATechnicalColie 121,550 106.656 32.440 348 139.444

Senir Secondary. Grand Bay 29.750 16.025 4,936 0 20.961

Senior Secondary, Goodwill 34,850 24.787 10.866 0 35,653

SeniorSecondary.St Joseph 28.900 17,127 11.892 0 29,019

Senior Secondary. Porsmouth 34.850 25.090 16.633 0 41,723

Junior Secondary. Cast. Bruce 28.900 10.234 6.947 0 17,181

Junior Secondary. La Plain 28,900 10,134 6.859 0 16,993

Junkr Secondary. Marigo Weirs 28.000 18.719 6,710 0 25.429

Junlor Secondary. Ponsmouih 28.900 10.234 5.653 0 15.887

Sub-Total 365.500 239.006 102.935 37,483 348 379.772

FregM &lhsance 64.500 19.199 15,228 2,438 28 36,893

Tida 430.000 258,205 118.163 39,921 376 416.665 446.721 (16,721)

GRENADATechnlcCalfCoe St. Georges 150,450 114,643 29.612 682 144,937

MPTC. SatAerus 105.825 65.063 49.861 0 114,924

Domeic Arts. St. Gorge's 38.675 6.557 5.391 0 11,948

Sub-Toa -294,950 186.263 84.864 32.245 682 304.054Fred0 A k'miae 52.050 14.960 15.840 2.097 56 32.953_ _

Total 347.000 201.223 100.704 34.342 738 337.007 347.000 0ST. KafTSNEVISTechnl College. Baseeterre 87,975 68.621 8.795 654 76.070MPTC. BasMaere 108.800 73,043 48.973 0 122.016MPTC, Charetown 78.200 40.743 37,578 0 78,321Hotel Trankig School. Basetrre 24.225 4.093 2.703 0 6.796 _

Sub-Toia 299.200 184.500 98,049 19.943 654 303.146Frelilt & Inburane 52.800 14,800 22.721 1.296 53 38.870Tota 352,000 199,300 120,770 21,239 707 342,016 354.193 (2.193)

ST. LUCIAComrnmuniy College. Castries 595,850 408.981 187.436 706 597.123MPTC,VIeuxFort 148.750 96.961 74,772 0 171.733

Sb-ToSal 744.600 505.942 262.208 16,042 706 784.898FrelghtAlnawamnce 131.400 40.642 37.945 1,043 58 79.688 0 xTotal 876,000 546.564 300,153 17.085 764 864.586 920995 (44.)'i', w

U'n

EOUIPMENTIFURNITURE PROCUREMENTSTATUS OF SUPPLY

(US$)TENDER AWARD TENDER AWARD TENDER AWARD ADDmONAL TOTAL VALUE OF BALANCE

TYPE OF INSTTUTE ALLOCATION NO. 1 NO. 2 NO. 3_ AWARDS _ AWARDS INVOICES (OVERRUN)

ST. VINCENT AND THE GRENADINESTochnkal College 155.805 145,634 32,451 706 178,791

MPTC. Campdon Park 169,235 76.167 35.438 0 111,605

MPTC. Georgetown 169,235 98.896 37,958 0 136,854

Giflt' Sualnes School. Klngstown 121,975 33,325 18,887 0 52,212

Domestic Ans. Klngstown 59.500 9,875 1,490 0 11,365

Local Furniture 58,816 58.816

Sub-Total 675,750 363.897 126,224 124,313 59,522 673,956

FrelgMAInsurance 119.250 29,231 15,823 8,084 58 53,196

Tel _ 795.000 393,128 142,047 132.397 59,580 727,152 _ 753,816 41,184

TOTALEQUIPMENT 2.380.000 1.479,608 674,280 230.026 61.912 2,445.826

EX-WtI1KSFREIGHT& INSURANCE 420.000 118,832 107,557 14,958 253 241,600

GRANODOTAL 2,800,000 1,598,440 781,837 244,984 62.165 2,687.426

>

0

'-4

U-

101APPENDIX 3.6Page 1 of 2

EQUIPMENT PROCUREMENT REVIEW 1993

M4IV RECOMMENDA 77ONS

INTRODUCT70N

T7ue recommnendanons which follow are not meant to solve all the probleensencountered during the review, as ti/at approach would require initiating a totally newProject Agreement. Instead, the recommendations seek to prioritized efforts to underpinsafe working conditions and to maximize utilization of the equipment and furnituresupplied under the Project.

MAIN RECOMMENDATIONS

1. Urgently put in place operational safety features to prevent all the potential safetyhazards outlined in the Overall assessment, number (vii) and (viii).

2. Auction/sell items which are inappropriate, in excess quantities(if a quid pro quoarrangement cannot be reached amoong countries). T7tis will require careful logisticalplanning.

3. Commnission Training Worksshops in the following occupational areas:

A,UV, ELU, ELR; MWW,- WWM(these are occupational areas that use erj txpis37e'items which have been purchased and, are not fully utilized to justify their costs).

nTese workshops should be equipment specific, as per the equipment purchased underthe Project. A number of very expensive items are not properly utilized for a numberof reasons, such as:

Teachers are unfamiliar with equipment, there are no equipment mnanuals and majorcomponents are missing.

The intention of these workshops is not to "teach subject matter" but to facilitateTeachers in maximizing the use of the equipment.

Specifically, the objectives of these workshops are to:

(a) design and implement safety features of the equipment(a number of theequipment are unsafe to use as delivered)

(b) design and implement good safety practice in the use of these equipment

(c) familiarize Teachers with the use of these equipment and to have them properlycommissioned

102

ApPENDIX 3 .6Page 2 of 2

(d) design projects using these equipmentt to enhance the learning process of thestudents

(e) rationalize equipment inventories

(19 allow for cross-fertilization of techinical ideas relating to these equipmrlent

(g) design programmes using these equipment that will promote cost recoverv.

4. Make a concerted effort to follow up on suppliers and insurance companies to knowtheir obligations regarding equipment which arrived with missing parts, damaged, non-fiunctional and without manuals. Specifically, the drilling machine at VC, TCK, .fWPpage 182 First Tender which arrived damaged, the computers at GD, TCG, BLS page76 First Tender and; GD, TCG, ELR - TV Trainer Colour tube broken page 91 FirstTender.

5. CDB writes to suippliers, pertaining to system violations of the Procurement Contractand to seek redress; particularly for spare parts, instruction manuals, missing parts,etc. This must be done against the background that the duration of stippliers'guarantees(see Overall Findings, Policy vii ).

6. Purchase equipment which is immediately necessary to satisfy training needs asper thecrR67Fmr.ThC z urii6 u is detailed in the Action Plan, Secnion Fonr af iirs repport.

7. nTat each country acquires a computerized resource scheduling equipment system aspart of the MIS which maintains central files but permits authorized users to accessdata. Project Managers should continue providing overall coordinationmaximizing use of equipment in response to training needs.

S. 77Tat a data base structure derivedfrom the inventory review be used to create expectedusage, maintenance and depreciation rates, so that schools can logicallv planaccordingly.

103

APPENDIX 3.7

REGIONAL SERVICES - EXPENDITURE

ALLOCATION: $300,000CUMULATIVE

ITEM OISBURSEMENTSMeetings/Training Sessions/Workshops (Regional)

1. Curriculum Development 102,2042. National Training Boards 13,6893. Labour Market Information System 23,0004. Equipment Procurement 16,0075. Equipment Repair and Maintenance Project 17,1446. Education Finance 12,8897. Project Steering Committee 30,8428. OECS Training Board 22,8659. Computers (LMIS) 52,759

TOTAL 291,399

105

APPENDIX 3.8

REPORTS GENERATED DURING PROJECT INIPLEMENTATION

SU BJECT/TITLE AUTHOR DATE

Cost Reco%erv

- Technical Proposal for Cost-Recovery Programmes F. Frederichs & June 1991C. Leven(Project Consultants

Curnculum Development

- Technical Proposal for Curriculum Development at K. Barowka (GTZ) Jan 1990Post-Secondary Level

- Cumculum Development - Post Secondary Level C. Leven Nov 1984

Relevance, Certification and Articulation - May 1989Post-Secondary TVET* (Workshop Report)

- Assessment, Evaluation & Certification H. Sabaroche - April 1992Teachers' Guide OECS Secretariat

- Pre-Vocational Education for OECS H. Sabaroche March 1989

- Teaching Technqiues for TVET* D. Shillingford & April 1992Teachers J. Merrill & MOE-DO

- Teacher Training for TVET A. Alleyne March 1990

Post Secondarv Level

- Cumculum Guide - Business Education Regional Consultants 1989-1991and teachers

- Curriculum Guide - Electrical Installation Regional Consultants 1989-1991Electronics and teachers

Pre-Vocational Level

- Curriculum Guides - 12 TVET areas Regional Consultants 1989-1991and teachers

* TVET - Technical & VOcational Education and Training.

106

APPENDIX 3.8Page 2

SUBJECT/TITLE AUTHOR DATE

Education Finance

- Education Finance in the OECS A. Gorham July 199()(Five reports - DO/GR/SKN/SL/SV) (Project Consultant)

Equipment

- Procedures for Provision of Equipment - F. Frederichs October 1989Workshop Report

- Bidding Documents F. Frederichs 1989-1990

- Inventory Control (Workshop Report) D. Wilson (Saskachan Dec 1991Institute of Arts, Science& Technology)

- Maintenance and Repair of Workshop J. Farrell - April 1992Equipment Technical College - DO

& D. Wilson

- Equipment Supply and Specifications (5) F. Frederichs(DO/GR/SKN/SL/SV)

- Final Report - Equipment Procurement Specialist F. Frederichs -iril 1991

- Orientation to OECS Project Equipment J. Farrell August 1993(Workshop Report)

Manpower Development

- Data Users/Producers Seminar(s)(4) G. Straughn 1988/89(DO/GR/SLUSV) - (Workshop Reports) (Pncjt CcaniIt)

- Establishment of a Labour Market Information G. Straughn 1989System (5) (Project Consultant)

- Training Manual for Editors & Coders - G. Straughn 1990Manpower Survev (Project Ca,isut)

- LMIS - Concepts and Methodologies G. Straughn April 1989(Project Consultant)

107

APPENDIX 3.8Page 3

S U BJECT/TITL E AUTHOR DATE

LMIS - The Way Forward - (W'orkshop Report) G. Straughn MNarch 199()

(Project Consultant

- Final Report of Manpower Specialist G. Straughn April 1990(Project Consultant)

A Systems Analysis of Labour Market 1M. Hopkins, June 1990Information - St. Lucia MHC Consulting,

Switzerland

Project Review

OECS Technical & Vocational Education Project H. Charles (UNESCO) March 1992Implementation Review

- Review of OECS TVET Project A. Alleyne (ILO) March 1992

Training Boards

- Role and Function of National Training Boards C. Leven March 1990

- Need for an Integrated National Training System A. Allevne February 1990

- National Training Boards - Planning for the 90's A. Alleyne June 1991(Workshop Report)

- N.T.B - Trinidad and Tobago A. Lequay 1990

- Report of OECS Regional Training Board V. Mourillon June 1990

- Objective Oriented Project Planning (for NTB's) K. Barowka June 1990

- Proposal for the Development of Reform Strategies GTZ October 1990for TVET

General

CARICOM Regional Strategy for Development of CARICOM 1989TVET (facilited by Project). ConsultantsOECS TECHNICAL AND VOCATIONAL EDUCATION PROJECT

REPORTS GENERATED DURING PROJECT IMPLEMENTATION

108

APPEN'DIX 3.8Page 4

SUBJECT/TITLE .AU'THOR DATE

Cost Recovery

- Technical Proposal for Cost-Recoverv Programmes F. Frederichs & June 1991C. Leven(Project Consultants)

Curriculum Development

- Technical Proposal for Curriculum Development at K. Barowka (GTZ) Jan 1990Post-Secondarv Level

- Cumculum Development - Post Secondarv Level C. Leven Nov 1984

- Relevance, Certification and Articulation - May 1989Post-Secondary TVET* (Workshop Report)

- Assessment, Evaluation & Certification H. Sabaroche - April 1992Teachers' Guide OECS Secretariat

- Pre-Vocational Education for OECS H. Sabaroche March 1989

- Teaching Technqiues for TVET* D. Shillingford & April 1992Teachers J. Merrill & MOE-DO

- Teacher Training for TVET A. Alleyne March 1990

Post Secondarv Level

- Curriculum Guide - Business Education Regional Consultants 1989-1991and teachers

- Curriculum Guide - Electrical Installation Regional Consultants 1989-1991Electronics and teachers

Pre-Vocational Level

- Curriculum Guides - 12 TVET areas Regional Consultants 1989-1991and teachers

* TVET - Technical & VOcational Education and Training.

109

APPENDIX 3.8Page 5

SLBJECT/TITLE .AUTHOR DATE

Education Finance

- Education Finance in the OECS A. Gorham Julv 199()(Five reports - DO/GR/SKN/SL/SV) (Project Consultant)

Equipment

- Procedures for Provision of Equipment - F. Frederichs October 1989Workshop Report

- Bidding Documents F. Frederichs 1989-1990

- Inventory Control (Workshop Report) D. Wilson (Saskachan Dec 1991Institute of Arts, Science& Technoiogy)

- Maintenance and Repair of Workshop J. Farrell - April 1992Equipment Technical College - DO

& D. Wilson

- Equipment Supply and Specifications (5) F. Frederichs(DO/GR/SKN/SL/SV)

- Final Report - Equipment Procurement Specialist F. Frederichs April 1991

- Orientation to OECS Project Equipment J. Farrell August 1993(Workshop Report)

Manpower Development

- Data Users/Producers Seminar(s)(4) G. Straughn 1988/89(DO/GR/SLUSV) - (Workshop Reports) (Pnect CabLuhant)

- Establishment of a Labour Market Information G. Straughn 1989System (5) (Project Consultant)

- Training Manual for Editors & Coders - G. Straughn 1990Manpower Survey (Pojct Ccrisukwt)

- LMIS - Concepts and Methodologies G. Straughn April 1989(Project Consultant)

110

APPENDIX 3.8Page 6

SL'BJECT/TITLE AUTHOR DATE

- LMIS - The Wvav Forward - (Workshop Report) G. Straughn March 1990(Project Consultant

- Final Report of Manpower Specialist G. Straughn April 1990(Project Consultant)

- A Systems Analysis of Labour Market M. Hopkins, June 1990Information - St. Lucia MHC Consulting,

Switzerland

Project Review

- OECS Technical & Vocational Education Project H. Charles (UNESCO) March 1992Implementation Review

- Review of OECS TVET Project A. Alleyne (ILO) March 1992

Training Boards

- Role and Function of National Training Boards C. Leven March 1990

- Need for an Integrated National Training System A. Alleyne February 1990

- National Training Boards - Planning for the 90's A. Alleyne June 1991(Workshop Report)

- N.T.B - Trinidad and Tobago A. Lequay 1990

- Report of OECS Regional Training Board V. Mourillon June 1990

- Objective Oriented Project Planning (for NTB's) K. Barowka June 1990

- Proposal for the Development of Reform Strategies GTZ October 1990for TVET

General

CARICOM Regional Strategy for Development of CARICOM 1989TVET (facilited by Project). Consultants

111

Appendix C.1

Specific Country Subprojects

A. Dominica

The emphasis of the project was intended to be on improving the quality and expanding thecapacity of prevocational education programs at the iunior secondary school level. At the highersecondary and post-secondary level, the main focus was on improving quality and output (rather thanexpanding physical facilities). In practice, however, there was a move towards expanding vocationalprograms (comprising 2 to 3 workshops) at the general secondary schools rather than at the juniorschools. The number of students attending (pre)vocational programs at the junior secondary schoolsvaried between 800 and 900 (Portsmouth, La Plaine, Castle Bruce, Marigot, and Grand Bay), whereas atthe general secondary schools the numbers altered between 1,500 to about 1,600 (Goodwill, Portsmouth,and St. Joseph). At the Clifton Dupigny Community College, about 60 students enrolled in the newlycreated two-year program (in electricity, electronics and insulation) offered at the Technical Division.However, in general, omissions or deficiencies in the delivered equipment has resulted in lacunas of theoffered training programs both at the higher and post-secondary levels. Seventeen fellowships wereprovided under the Project.

While a Labor Market Information System was successfully established within the country, lackof funding to continue to compile and process data threatened the future sustainability of this initiative.

The implementation of the Dominica sub-project has not required an increase in instructional staffof the Technical College. Vocational staff of the senior secondary schools was increased by four persons.The additional recurrent costs (EC$272,664) represented 1.05 percent of Dominica's annual budget, and.09 percent of the Government budget.

B. Grenada

The project facilitated the transition from the country's education system toward a more work-oriented education and training program. The Grenada project provided renovation/rehabilitation to theformer Grenada Technical and Vocational Institute (GTVI) and the Domestic Arts Institute (DAI), bothsubsequently amalgamated into the Grenada National College and recently (1993) renamed the T. A.Marryshow Community College. As a result of these renovations, the quality of the existing programswere improved. The intake per year at the T.A. Marryshow Community College has increased by 10 to atotal of 105 because of the additional equipment, while at the credit-financed Hospitality Arts Departmentthe new home management increased the number of intakes by 5 per year. No additional instructionalstaff were required for these two institutions.

The project also included construction, furniture, and equipment for a new Multi PurposeTraining Center (MPTC) in the St. Patrick parish. As the MPTC is a new institution, it required 11additional teaching staff. In 1994, the additional recurrent costs (EC$15,000) represented 0.05 percent ofthe annual education budget, and about 0.01 percent of the annual Govermnental budget

112

C. St. Kitts and Nevis

The project included the construction of classrooms and shops for two secondary Multi-PurposeTraining Centers (MPTCs), one in Basseterre and the one in Charlestown, and the construction of theHotel Training Unit at the Technical College in St. Kitts. In addition, the project purchased equipmentfurniture and equipment for these two MPTCs, as well as for the Technical College in St. Kitts. Theproject contributed to an expansion of the training capacity from an average 130 to 150 graduates peryear. The two new multipurpose training centers created additional capacity from a combined total of 245at present to 454 students. Fourteen fellowships were provided under the Project. No additionalinstructors have been recruited at the technical college, and 14 teachers were contracted for themultipurpose training centers. The additional recurrent costs for the MPTCs amounted to EC$331,500.This is equivalent to about 2.2 percent of the annual education budget, and 0.23 percent of the totalGovernmental budget.

D. St. Lucia

The project supported the Government's plans for expanding and improving the quality of work-oriented education and training. It provided construction of new classrooms and laboratory/workshopbuildings to establish a formal Technical Vocational Division within the then Morne Fortune TechnicalCollege, now the Arthur Lewis Community College. Furniture and equipment was provided tocomplement the new facility. The subproject also included construction of 2 new classrooms and severalnew workshops, plus renovation of one workshop for the Vieux Fort Senior Secondary School, alongwith appropriate furniture and instructional equipment. Eleven fellowships and five internships wereincluded in the Project. In addition, technical support was provided for the establishment of a LaborMarket Information System (LMIS) with the Ministry of Education. However, this initiative was notsustained after project funding ceased.

According to MOE, the annual capacity of the Vieux Fort Secondary School vocational programwas increased from 140 at present to 220, while the technical college annual output increased from 88 in1987 to 162 in 1994. The 94/95 recurrent costs for the MPTC amounts to EC$2,550,000 and for theSALCC to EC$9,871,000, reflecting 3.3% and 12.7% of the annual education budget, respectively.These figures include recurrent costs for all programmes offered by the two institutions, as a breakdownof only vocational programs is unavailable.

E. St. Vincent and the Grenadines

The project assisted the Government in achieving the goal of having a highly skilled labor force.The project included new construction of teaching facilities in the St. Vincent Technical College, locatedat Arnos Vale, the Business Center in Kingstown, and Richmond Hill Home Economics Center. Inaddition, furniture and equipment was provided to complement those which already existed in theseschools. Construction, furniture and equipment was included for two (2) new multipurpose trainingcenters located in Campden Park and Georgetown, for serving junior secondary feeder schools. A total oftwenty-two fellowship training prograrns were provided under the Project.

Output of the Technical College was increased by about 30 graduates per year through theaddition of new programs in electrical installation, and radio-television repair, and by expanding the

113

business studies program. The Home Economics Center doubled its output to about 240 individuals peryear. No additional instructors were required for the Technical College, Home Economics Center, andBusiness School, while the two new multipurpose training centers required 12 additional teachers.Additional recurrent costs were EC$781,000, which represent 2.56 percent of the annual education budgetand 0.42 percent of the annual Governmental budget.

114

Appendix C.2

Civil Works Subproiects

Dom inicaTechnical College 1 Clifton Dupigny Community CollegeSenior Secondary Schools 1 the GoodwillSenior Secondary Schools 1 St. JosephSenior Secondary Schools 1 Portsmouth Sr.Junior Secondary Schools 1 Castle BruceJunior Secondary Schools 1 La PlaineJunior Secondary Schools 1 Marigot WeirsJunior Secondary Schools 1 Grand BayJunior Secondary Schools 1 Portsmouth Jr.

GrenadaTechnical College 1 Grenada Technical & Vocational InstituteTechnical College I Domestic Arts InstituteMPTC - Junior Secondary Schools 1 St. Patricks

St. Kitts/NevisTechnical College 1 Technical College/Hotel Training UnitMPTC - Senior Secondary Schools 1 BasseterreMPTC - Junior Secondary Schools 1 Charlestown

St. LuciaTechnical College 1 Sir Arthur Lewis Community CollegeMPTC - Senior Secondary Schools 1 Vieux Fort

St. VincentTechnical College 1 St. Vincent Technical CollegeSingle Subject Facility 1 Girl's Business SchoolSingle Subject Facility 1 Richmond Hill Home EconomicsMPTC - Senior Secondary Schools 1 GeorgetownMPTC - Senior Secondary Schools I Cam pden Park

Total Number of Sub-Projects 22 , distributed as follows:

Technical College 6Single Subject Facilities 2MPTCs ** 6Senior Secondary Schools 3Junior Secondary Schools 5

Facilities, which offer only one type of technical or vocational training.Attached to 4 Senior Secondary Schools and 2 Junior Secondary Schools.As a result a total of 14 Secondary Schools were impacted by the Project: 7 Senior and 7 Junior.

REGIONAL VOCATIONAL TECIINICAL EDUCATION PROJECT CREDIT 1785-CRG

ACTION PLAN

August 1, 1992 - June 30, 1993

Summary of Project Status as of July 1992 Actions to be Taken

Components

Civil Works

Expand Construction or renovation and An independent engineering management firm

techlnical/vocational expansion completed on 18 is to be contracted immediately, witlh Costs

training capacity via project financed facilities to be slhared between the IDA Credit and

financing of country- (including 4 Multi-Purpose IBRD/IDA, to carry out, in collaboration

specific civil works, as Training Centers). Remaining with respective governments, and preferably

delinieated in the Credit facilities expected to be in conjunction with teclhnical review of

Agreement and subsequent completed and in operation equipment and furniture component, a

revisions thereto, between September and December teclhnical review (via site inspections) of

encompassing in 1992. Mission found all project financed facilities to ensure

aggregate 22 facilities. deficiencies in select works, their full compliance with approved designs n

including mismatches between and acceptable construction quality

scale/size of classrooms and standards, and safety requirements. Where

w7orkshops and equipment and deficiencies found, this firm is to prepare

furniture procured, exacerbated recommendations and cost estimates to

by absence of interior layouts redress them, thus facilitating appropriate

for virtually all facillties and allocation of remaining IDA Credit funding.

reflecting inadequate Once this technical review and that inconsultation witlh end users and equipmeint and furniture are completed, CDBlnsufficient coordination of will prepare and submit for IDA approval a

civil works and equipment and Revised Schedule I to the Credit Agreement,

fiurnitture components; allocating remaining Credit finances

Insufficient attention to use of consistent with priorities delineated in

appropriate, relatively lower this Action Plan and the Aide Memoire of I'>

cost and longstanding local the July 1992 project supervision mission. X

building technologies; and

failure of several classrooms

and workshops to meet specific o

safety and security standardsmfor technical vocationaleducation facilities.

of 8

REGIONAL VOCATIQNAL TECIINICAL EDUCATION PROJECT CREDIT 1785-CRG

ACTION PLANAugust 1, 1992 - June 30, 1993

Summary of Project Components Status as of July 1992 Actions to be Taken

Euiiipment and FurnitureProcurement has been completed. CDB to immediately identify and

For all technical/vocational Pervasive, often serious finance appropriate consultant(s)facilities to be constructed or problems becoming increasingly to undertake witlh respectiverenovated and/or expanded under evident, as crates unpacked, governmenits a tecluiical review ofthe project, acquisition aild with regard to the timing of the equipment anid furnitureutilization of improved and receipt, type, quantity and situation. Review will:updated furniture and equipment, quality of many goods, (i) document problems by country;

including spare parts tlherdfore; suggesting deficiencies at all (ii) ascertain underlying causeGand design and implementation of stages of implementation, from of problems to improve procurement

procurement procedures for such selection and procurement in future projects; (iii) identifygoods to allow economies of scale (including of spare parts) cost-effective approaclhes to

from bulk procuremenit. tlhrouglh delivery, placement in redress problems; and (iv) asoperation, and follow-up with feasible and appropriate, assist

users. Computerized inventory countries to place acquired goodscontrol system developed under in operation. Review wouldthe project not operative at culminate in formulation of ancountry level. Existing action program to ensure allequipment and furniture essential goods acquired andsituation in St. Vincent and operationial by end of project.Dominica (and possibly St.Lucia as well as otlhercountries not visited bymission) jeopardizesachievement of project

a______ _ objectives. m__

s coX

of 8

REGIONAL VOCATIONAL TECIINICAL EDUCATION PROJECT CREDIT 1785-CRG


Summary of Project Componenis Status as of July 1992 Actions to be Taken

Fellowship Programme

Conduct a program of fello*ship Component nearing successful CDB to ascertain with Government

training in the Caribbean Region completion, with 67 of St. Lucia need for fellowshlipand internships abroad for a faculty/staff lhaving finished financing beyond 1993, and advise

number of technical/vocational studies. All but one of 8 IDA if extension in project

instructors in each participating presently in training to closing date envisaged to

country, as specified in the complete studies by end of 1993. accommodate such training.Credit Agreement.

c .

Inw CU

o x

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. ~~~~~~~~~~~~~~~~~Page 4 of 8REGIONAL VOCATIONAL TECIINICAL EDUCATION PROJECT CREDIT 1785-CRC



Curricula DevelopmentCurricula completed for Pre- CDB to organize follow-up

Upgrade 'the quality and job Vocational Education Programme workshop of project countries'

relevance of vocational anp (PVEP) (including material for 4 education staff at end of firsttechnical education through "core" subjects and 12 elective term of use of new PVEP curricularefinement of curricula and course courses, and related teachers' to review progress in its

syllabi for use at the secondary guides and metlhodologies for implementation and identify needs

and post-secondary level, w~ith a grading and recording sttudent for its refinement. If workshop

view towards development of performance), and being identifies need for additional

regional training programs,. introduced, albeit selectively, teclnical assistance to morecurricula standardization, common into schools this 1992-93 fully evaluate and adapt that

instructional material, and academic year (one year later curricula, consideration could be

testing and certification of than originally planned). given to a possible project 0

proficiency, thus, maximizing the Vocational curricula under extension, assuming requisite

Eastern Caribbean regional impact development for the post- financing available.of the Project. secondary level.

I d

I . .~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~r

e:.

ox 0h_

of 8

REGIONAL VOCATIONAL, TECIINICAL EDUCATION PROJECT CREDIT 1785-CRG



Cost Recovery/Cost SavingsMeeasures

(i) Improve efficiency of Initial and supplemental reports Instituting efficiency measures

vocational/technical education on cost recovery and cost saving remains highi priority in OECS

systems via determining measures completed and countries, and will need to be

feasibility of suchi measures as: distributed but have not integral part of any new IBRD/IDA

increasing class size and merging catalyzed anticipated country- and CDB education investment.

courses; establishing studdflt fee specific action plans. Furtlher Given competing demands on

and loan schemes at the post- progress hampered by: (i) still limited unallocated Credit funds

secondary level; establiahilng cost nascent political commitment to and urgent need to address is6ues

savings and cost recovery scleemes concept; (ii) governments' in civil works and equipment and

via on-tlhe-job training prbgrams perception that reports are too furniture components, no major

for paid repair services; theoretical, lacking practical additional initiatives in this

(ii) Establish revolving seock of application; and component can be undertakenl over

consumable supplies (includling (iii) inadequate attentioni to remaining project period.

supplies for repair shops) for use existing legal constraints to

in facilities financed undar the intended use of locallyproject as pilot program fot generated funds. Due to overall

testing and putting into effect increases in project costs,

cost-recovery schemes. especially equipment, only St.Vincent has sufficient financingstill available to purchasestock of consumable supplies tosupport a pilot cost-recovery8scheme. X X

H'o xo-.

of 8REGIONAL VOCATIONAL TECIINICAL EDUCATION PROJECT CREDIT 1785-CRG



National and Regional TraifLin.lBoards

(i) Establishl, within the Project has lhad only limited At the next RTB meeting,framework of the Organization of success to date in creating scheduled for September 1992,Eastern Caribbean States, a political constittuency, and countries will advise CDII ofItegional Tranliig Board to be establishlinlg an institutionial proposed approachles for carryingresponsible for developing and base for the planned Regional out envisaged NTB funcetionis, asimplementing cooperative efforts Trainiing Board (RTB). Newly well as appropriate steps towr(llon region-wide needs such b8 establilshed OECS Education Reform creation of a fully functioningcourse syllabi development, Strategy Unit may create the RTB; and CDB will advise IDA ofspecial in-service instructor needed impetus for a RTB. recommended actions to betraining, improvement of Creation of National Training supported over remaining project F_

institutional managers, sqtninars Boards also lagging. Participant period.on cost-recovery techniques, and countries now exploring poteintialregional skills training courses to utilize existing institutionsnot economically justifiable for to assume proposed NTBan individual country to responsibilities.undertake; and(ii) Develop national andregional training boards'policies and procedures.

., X ~~~~~~~~~~~~~~~~~>mQ

CO.

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REGIOIAL, VOCATIONAL TECIHNICAL EDUCATION PROJECT CREDIT 1785-CRC

ACTION PLAN

August 1, 1992 - June 30, 1993

Sunmary of Project Components Status as of July 1992 Actions to be Taceni

Labor Market Information Si-tem

Develop national capabilities for Governments strongly committecd to Workshlop of LMI coordinators,

determining manpower and training this effort and LMI coordinators witlh ILO technical support, to

nee(ds by establislhing in the lhave been appointed in each be carried out September 1992.

Ministry of Education or L.bor of country. Progress in developing CDB to advise IDA of additional

eachi project coutntry a labor LIMIS varies across counitries, techllical assistance nee(lo to

market information system, and by hiowever. Only St. Lucia to date strengtlhen LMI in project

developing a system of intra- condtucted comprehensive labor countries, for potential

regional links for the sliaring of survey (not yet fully processed). financing via the Credit and/or

suchl information. Periodic labor market bulletins mobilization of otlher external

being prepared by several support.

countries, and distributed intra-

regionally.

ed>

(D(X

w

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RECIONAI. VOCATIONAL TECINICAI. EDUCATTONI PROJECT CREDIT 1785-CRC

ACTION PLANAugutst 1, 1992 - June 30, 1993

Summary of Project Componenta Statua as of July 1992 Actions to be Taken

Project Management

Establisih and operate Projsct: PIT presently operat Ing witih one CoHulitInelt: of CDB tit 0u16tilill its

Implementation Team (PIT), fulltine coordiniiator, financed project leadership and(6upported by consultant seivices, via the Credit. Ulndcer projected coordiniationi role will lie a

as specified in the Credit Credit di6burtsements, prerequisite to both successful

Agreement, to guide project participating couniltries' project completion and(

execution. fiiianicinig for tills position would mobilization of any complementarybe available only throughi resources. Agreement urgentlyDecember 1992. Much workc remains needed between CDB, IDA and

for the l3orrower to carry to full participating countrieo oni

fruitionl oeveral I.nitiativeO desired role, technical otaff ingcomumenced under the project to requirement:s, optimumI timne frameexpand access to antd enhanice for continued operation, andlqual]ity of technlical/vocational metliod for financinig thie l'IT inedtiucation. Complementary grant CDB over thie remaininig projectassistance most likely will need period.to be mobilized, beyond tliisCredit, to adequtately supporttihese efforts.

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U N I T E D S T A T E S B R 7 f 36

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Report No: 14404Type: ICR