DOCUMENT OF INTERNATIONAL BANK FOR RECONSTRUCTION AND DEVELOPMENTINTERNATIONAL DEVELOPMENT ASSOCIATION

Not For Public Use

Report No. PE-50 A

APPRAISAL OF

A SECOND EDUCATION PROJECT

IN

THE PHILIPPINES

November 30, 1972

Education Projects DivisionAsia

Tis report was prepared for official use only by the Bank Group. It may not be pubUshed, quotedor cited without Bank Group authorization. The Bank Group does not accept responsibilty for theaccuracy or completeness of the report.

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CURRENCY EQUIVALENT

Present : Pesos 6.73 = US$ 1.00At appraisal: Pesos 6.40 = US$ 1.00

MEASURES

1 m = 1.09 yd1 m2 = 10.76 sq ft1 km2 = 0.38 sq mi1 hectare = 2.47 acres

FISCAL YEAR

July 1 - June 30

THE PHILIPPINES

APPRAISAL OF A SECOND EDUCATION PROJECT

TABLE OF CONTENTS

Page No.

ABBREVIATIONS

BASIC DATA

SUMMARY AND CONCLUSIONS ....................... i-

I. INTRODUCTION .................. 1

The Request 1. .

LI. THE EDUCATION SYSTEM . .

III. NEED FOR THE PROJECT. 4

Educational Planning, Management and CurriculaReform. 4

Teacher Training - Science and Social Studies 4The Training of Farmers. 5The Need for Professional Agricultural and

Forestry Manpower. 6Agricultural Extension - The Need for

New Programs. 7The Need for Manpower in Industry. 8

IV. THE PROJECT . . 9

General. 9Office of Planning and Research and CurriculumCoordinating Unit .10

Education Development Center .11Regional Science Teaching Centers .11Agricultural High Schools .12Pilot (Barrio) Village Development Schools 12Agricultural Universities .13Social (Extension) Laboratories .13

This report is based on the findings of an appraisal mission which visitedThe Philippines during November/December 1971. The mission consisted ofMessrs. D. Brewin (agricultural educator), S. Holm (economist), K. Seiler(technical educator), J. Theodores (architect) of the Bank, and L. Peterson(general educator, consultant).

TABLE OF CONTENTS (Cont'd) Page No.

Agricultural Radio Stations. 14Technical Institutes . . .14Regional Manpower Training Centers . . .15Technical Assistance ... 15Cost of the Project ... 16Cost Estimates ... 17Foreign Exchange Component ... 18

V. IMPLEMENTATION AND DISBURSEMENT ......... 18

Execution of the Project . .18Professional Services . .19Site Acquisition . .19Procurement .... ...... .. 19Disbursement.... 19

VI. AGREEMENTS REACHED AND RECOMMENDATION . . 20

ANNEXES

1. Education in the PhilippinesTable 1. Population Projections 1970-85Table 2. Enrollment and Teachers by Level of Education,

All Schools, 1970-1980Table 3. College Enrollment by Course - Public and Private,

19702. Comparative Education Indicators3. Financing and Cost of Education4. Educational Studies and Surveys 1927-19715. The Presidential Commission to Survey Philippine Education, 19706. Technical Assistance7. Agencies Involved in Research and/or Development of Educational

Materials8. Functions of the Office of Planning Service and the Curriculum

Coordinating Unit9. The Education Development Council and the Science and Social

Studies Education Centers10. Pilot Barrio (Village) Development Schools11. Agricultural Radio Stations - Technical Data12. Data on Technical Institutes13. Data on Regional Manpower Training Centers14. Areas of Construction and Estimated Costs15. Comparative Indicators of Project Institutions16. Contingencies Allowances17. Project Implementation Schedule18. Time Schedule for Technical Assistance19. Estimated Schedule of Disbursements

TABLE OF CONTENTS (Cont'd)

CHARTS

1. Structure of the Formal System of Education2. Educational Pyramid 1970 - Enrollment in Public and Private Schools

MAP OF THE PHILIPPINES

ABBREVIATIONS

BVE Bureau of Vocational Education, Department of Education

CCU Curriculum Coordinating Unit, Office of Planning and Research,

Department of Education

CLSU Central Luzon State University

CMU Central Mindanao University

N1MYC National Manpower and Youth Council

OPR Office of Planning and Research, Department of Education

RCO Radio Control Office

RMTC Regional Manpower Training Center

RSTC Regional Science Teaching Center

SAT School of Arts and Trades

SSEC Social Studies Education Center of the Bureau of Public Schools

UP University of the Philippines

UPCA University of the Philippines, College of Agriculture, Los Balnos

UPSEC University of the Philippines Science Education Center

APPRAISAL OF A SECOND EDUCATION PROJECT

THE PHILIPPINES

BASIC DATA (1972)

Population

Estimated total 39.3 millionAnnual rate of growth 3.1 percentAverage density 132 per km

Literacy of Adult Population 72%

Pre-Grade 1 enrollment as apercentage of population aged 5-6 2%

Elementary school enrollment as apercentage of population aged 7-12 119%*

Secondary school enrollment as apercentage of population aged 13-17 71%

Higher education enrollment as apercentage of population aged 18-22 25%

Education ResourcesUS$ million %

National government 207 55Local government 40 10Student fees 134 35

381 100

Total national government expenditure for educationas percentage of total government expenditure 26%

Total education expenditure as a percentage of GNP 4.6%

* The enrollment ratio at all levels includes overaged students.

PHILIPPINES

APPRAISAL OF A SECOND EDUCATION PROJECT

SUMMARY AND CONCLUSIONS

i. A Bank loan of US$6.0 million was made to the Philippines in 1964for improvements at the University of the Philippines College of Agricultureat Los Banos. The project will be satisfactorily completed in December, 1972,two years after the original closing date. This report appraises a secondeducation project, for which an IDA Credit of US$12.7 million is proposed.

ii. The Philippines has a literacy rate amongst the highest in SouthAsia; elementary education caters for virtually all children in the agegroup and the secondary system for well over half of the age group; highereducation institutions have enrollment ratios second only to those in Canadaand the United States but Philippine education is shorter in duration andenrollment ratios at this level are not strictly comparable. These quanti-tative achievements have not, however, been matched by qualitative accom-plishments. The system has become very large and faces increasing pressuresresulting from population growth. It has not been sufficiently planned orcontrolled to be fully effective; over half of the secondary and almost allhigher education is provided by private institutions with minimal Governmentcontrol.

iii. The education system faces a number of problems, educational,institutional and financial. It has been surveyed by numerous expert groupsduring the last 50 years which have made recommendations for reform. Manyof the reforms have not been implemented, however, because of disagreementsas to their feasibility, the inability of the authorities to take thenecessary action or financial constraints. It is unlikely that major improve-ments can be effected without fundamental changes in the administration andstructure of the system. Some such changes now appear to be in motion.

iv. At this juncture it is not possible to devise a comprehensiveIDA project which would assist the eovernment in revising the entire system.It is, however, possible to bring about improvement uy supporting a numberof high priority areas. The proposed IDA project would help the governmentto meet manpower requirements through the introduction of a more modernapproach to skill training in industry, setting up a new level of technicaltraining for personnel between the level of skilled craftsman and professionalengineer, reinforcing professional agricultural training in two regions ofthe country in such fields as agricultural business management, agriculturalengineering, irrigation and forestry, and the strengthening of scienceteaching. In addition, as a contribution towards educational reform, theproposed project would provide for a strengthening of educational planningand management and for the coordination of various agencies engaged incurricula development and suipport new approaches to deal with the problem ofsecondary education for rural youth.

v. Specifically, the project would help finance the construction ofnew facilities for, extensions to and/or equipment for the following institu-tions:

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(a) a curriculum coordinating unit, an education developmentcenter and four regional science teaching centers;

(b) thirteen agricultural high schools, two agricultural collegeswith social (extension) laboratories, six pilot village devel-opment schools and two radio stations attached to agriculturalcolleges; and

(c) three technical institutes and ten regional manpower trainingcenters.

In addition, the project would provide 62 man-years of specialist servicesfor strengthening educational planning and management, curricula reform,staff for the agricultural universities and technical institutes and for projectimplementation, plus 56 man-years of overseas fellowships. These would sup-plement technical assistance for a number of project items for which thegovernment has requested UNDP assistance.

vi. The total cost of the project is estimated at US$17.7 million. Theproposed Credit would be for US$12.7 million equivalent or 72% of the totalproject cost. This would cover the foreign exchange component of US$12.4million and US$0.3 million of local costs, representing the ex-factory costsof equipment, furniture and educational materials for which contracts arelikely to be awarded to local firms after international bidding.

vii. A project unit would be established within the Department of Edu-cation and Culture to supervise project implementation, to coordinateactivities between the government departments, universities and otheragencies involved, and to provide liaison with IDA. Procurement would bein conformity with Bank/IDA guidelines regarding international competitivebidding.

viii. The project is suitable as a basis for an IDA credit of US$12.7million to the Government of the Philippines.

I. INTRODUCTION

The Request

1.01 In January/February 1971 a UNESCO mission visited the Philippinesto identify education projects suitable for Bank/IDA financing. The UNESCOreport was discussed with the Government by an IDA mission in May 1971. InJuly 1971, the government requested financial assistance for a project ithad prepared with the help of UNESCO. The purpose of the project was toimprove secondary education and improve and expand training for agricultureand industry. In November 1971, a mission comprising Messrs. D. Brewin(mission leader, agricultural educator), S. Holm (economist), K. Seiler(technical educator) and J. Theodores (architect) of the Bank, and L. Peterson(general educator, consultant) visited the Philippines to appraise the proj-ect. During appraisal, and in agreement with the government, the proposedproject was modified by: (i) deleting general secondary and certain itemsin agricultural, vocational and technical teacher training; (ii) relatingcurricula in agricultural colleges more closely to estimated manpower needs;and (iii) including additional items in the planning and management of edu-cation and curricula reform, textbook development and agricultural extensionand education.

1.02 This would be the second education project in the Philippinesassisted by the World Bank Group. The first, (Loan 393-PH of October 28,1964), which has resulted in substantial improvements at the University ofthe Philippines College of Agriculture, will be satisfactorily completed inDecember, 1972. The main problems, which caused extension of its closingdate from June 30, 1970 to December 31, 1972, arose from lack of local fundprovision, particularly after the floating of the peso in February 1970.

II. THE EDUCATION SYSTEM

2.01 The Philippine education system is described in Annex 1. Spanishrule established schools and seminaries and, as early as 1863, decreed thatelementary education should be free and compulsory though this aim wasnot achieved until much later. The Americans, during the first half of the20th century, changed the medium of instruction to English, established, astrong centralized elementary school system and introduced teacher trainingand vocational programs. Most secondary and higher education was left toprivate interests. Today, the literacy rate is amongst the highest in SouthAsia (72% of the adult population). The elementary education system comprisesvirtually all children in the age group and enrollment ratios are 71% atsecondary level and 25% in higher education, a figure second only to that inCanada and the U. S. A. (Annex 2). As the Philippine education system isshorter in duration, however, college enrollment ratios are not strictlycomparable with those of other countries. Although the quantitative accom-plishments are impressive, the qualitative aspects of Philippine educationare less satisfactory.

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2.02 The main weakness of Philippine education has been insufficientgovernment control of the system. More than half of the secondary schoolsand most of higher education institutions are privately controlled, oftenrun by commercial enterprises and of variable quality. Entrance requirementsfor higher education are lacking, thus contributing to the proliferation ofschools and colleges. Teachers, particularly at the elementary level,have strong political influence. Student activism has, in some cases, in-hibited the authorities from taking decision if these were likely to beunpopular. Important steps, such as the imposition of heavier taxation,firmer control of the private sector, resistance to pressure groups, limita-tion of the power of teachers and students and prevention of the establish-ment of redundant institutions have proved extremely difficult.

2.03 The National Board of Education, which includes representatives ofthe legislature, private schools, the church and the University of thePhilippines, is by law the highest policy-making body for education but ithas never become fully operative. In the vacuum so created, the Congressbecame active in the formulation of policy. Legislation was often passedagainst the wishes of the erecuti-e branch of the government, representedby the Secretarv of the Department of Education and Cultur-. One res"lthas been the conversion of a number of gener-l high -ch^ols into vocationalcolleges and universities and the establishment of numerous others, regardlessof need, with the prime purpose of obtaining cen-ral government financialsupport and often with no provision for additional staff, funds -r super-vision.

2.04 Total domestic expenditure o- education, estimated at US$381 mil-lion in 1972, represents 4.6% of GNP, a substantial part of the nation'sresources. The central government provides only 55% of all educationexpenditure but this already represents 26% of its budget. It supports 90%of primary education butt only 11% of secondary and 21% of higher education.Allocations within the central education budget are very lopsided: 85% isspent on primary education, 3% on secondary education, 0.05% on secondaryvocational education and 12% on higher education.

2.05 About 10% of the education bill in financed by local governments.The balanc- of 35% has to come from studenta' fe"n. Despite the considerableamount of private financing, the average recurrent expenditure per pupil insecondary schools (US$26) is little higher -han in elementary education(US$24), while the average recurrent -os's per student in secondary voca-tional (US$43) and in higher educa ion (US$116) are much less than in othercountries. A contributory factor to the relatively higher costs of elementaryeducation is that elementary teachers recei-e larger salaries than secondaryteachers. (Details of education financing are given in Annex 3.)

2.06 If present trends and policies continue, the central government'seducation budget would nearly double between 1972 and 1980 (in constantprices). Despite this increase the government would still spend a majorpart on primary education, leaving little room for urgent qualitative improve-ments at secondary and post-secondary levels.

2.07 The education system has been the subject of much study during thelast 50 years (Annex 4), culminating in 1970 in a Presidential Commissionto Survey Philippine Education which identified major weaknesses (Annex 5)and proposed certain reforms. It recommended inter alia a shift of financialresponsibility for elementary education to local governments, in order torelease funds at the national level for secondary and higher education (butit may be difficult to secure sufficient revenue at the local level). Inany case, measures to halt the rapid increase in the cost of elementaryeducation, without impairing the already low quality, are highly desirable.Enrollment might be reduced by the introduction of automatic promotion. Thepupil:teacher ratio might be increased. Such steps would enable the govern-ment to effect savings in the cost of elementary education and so augmentthe resources available for secondary and higher education.

2.08 This reallocation would only enable the government to effectimprovements if control of enrollments at secondary and post-secondary levelswas established. The government might limit further expansion in publicschools and give selective support to private schools only where they werewilling to conform to the government's policy directives. Funds might thenbe available to bring about better curricula, increased pre-vocationaltraining, improved secondary teachers' salaries, an extension of the secondarylevel school year from 180 to 220 days and readjustment of post-secondaryeducation in accordance with manpower needs.

2.09 Some recent developments indicate the possibility of improvement.In the reorganization of the Executive Branch of government, followin^ theimposition of martial law, the Department of Education becomes the Departmentof Education and Culture, responsible for developing and implementing educationprograms based on the general education objectives and policies set by theNational Board of Education. The divisions or units in the former Departmentof Education which dealt, almost independently of each other, with public,private and vocational schools, are abolished and the new Department will havebureaux for elementary, secondary and higher education. In addition, unitsfor Planning, Finance and Management, Administration and Information andPublication will be set up in the Department, the Planning Service willundertake planning, research and project development. The National Boardof Education will be responsible for formulating the general educationobjectives and policies and long-range education plans. A Board ofHigher Education will be created to assist and advise the National Boardof Education in formulating objectives, policies and programs on post-secondaryeducation.

2.10 This reorganization should permit the Department of Education toimplement a policy aimed at making the educational system more responsive tothe needs of the country. Higher priority will be given to technicaleducation and vocational training. Higher education will be strengthenedthrough a coherent system of public universities and incentive schemes forimportant programs in private education. New colleges can be established onlyon the recommendation of the National Board of Education. Accreditation ofhigher education institutions is in its infancy (28 institutions are membersat present) and the new structure may enable the system to expand more rapidly.

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III. NEED FOR THE PROJECT

3.01 The proposed project would assist education and training in thePhilippines on a limited scale by supporting a number of high priority areaswhere assistance could bring about significant improvement. These would be:

(a) educational management, planning and curricula reform;

(b) science teacher training;

(c) training of technicians for industry and agriculture; and

(d) training of skilled craftsmen and farmers.

Educational Planning, Management and Curricula Reform

3.02 The National Board of Education needs to be strengthened to makeit the principal agency for the formulation of educational policy. TheDepartment of Education requires restructuring through establishing responsi-bilities by educational level rather than by type of institution. Proposalsincorporating these changes, drawn up by the government's ReorganizationCommission, now appear to be in process of implementation. The Departmentof Education and Culture is to strengthen its educational research, planningand management by setting up a Planning Service Office in the Department,with broad responsibilities and powers. Technical assistance is requiredfor its establishment (Annex 6).

3.03 Curricula Coordination. There is at present no organization co-ordinating the work of various agencies involved in curricula research andmaterial development. A unit is needed to identify such research and tomaintain liaison among the various groups involved (Annexes 7 and 8).

Teacher Training - Science and Social Studies

3.04 Only 25 of approximately 400 teacher-training institutions in thePhilippines offer majors in science and very few of them in physics andchemistry. In the public schools some 180,000 elementary and over 2,000secondary teachers need additional training in science; in private schoolsthese numbers are tentatively estimated at 10,000 elementary and 2,750 sec-ondary teachers. To this end, the University of the Philippines establishedin 1964 a Science Education Center (UPSEC) to develop curriculum materialsand initiate science teaching programs. The center occupies a few rooms inan old building of the College of Education.

3.05 There is also need for a more integrated approach to the teachingof social studies with emphasis on Philippine community life, history, pop-ulation and economic development. In 1970, the Bureau of Public Schools setup a Social Studies Education Center (SSEC) in a small part of its main office,to revise curricula, disseminate new teaching materials, and provide trainingfor teachers.

3.06 Both UPSEC's and the SSEC's efforts have been limited because ofinadequate space and facilities. There is need for an integration of the pro-grams in one well-equipped and staffed center so as to establish a patternfor cooperation between various disciplines including those in language andpractical arts, cultural arts and health and physical education for whichnew centers are now being planned (Annex 9).

3.07 Science Teaching in the Regions. New curricula and teaching mate-rials will be ineffective unless teachers are trained to apply them in theregions where they are to teach. As part of the UPSEC program, five RegionalScience Teaching Centers (RSTCs) have been established at private teachertraining institutions. New RSTCs are needed, to specialize particularly inelementary school science and mathematics teaching while existing centersconcentrate on secondary science teaching courses.

3.08 Provision of Textbooks. Curricula reform and better teachertraining cannot be successful unless pupils have access to textbooks. Ithas been estimated that there is a current shortage of over 60 milliontextbooks for public schools and a similar demand in the private sector.A pre-investment study which might lead to further Bank Group lending forlocal production of textbooks is required to be carried out to identify theneed and the best way in which it can be met.

The Training of Farmers

3.09 The majority of the 3.7 million out-of-school youth live in ruralareas. Most of them have not been prepared for self-employment which remainsthe major source of income in the countryside. Progress will be dependenton the training of farmers having higher skills and new attitudes. Thetraining needs to be integrated with actual work situations and to emphasizesimple management principles. This can be provided through the supervisedfarming approach in which the agricultural teacher guides the pupil in theoperation of farming enterprises run on businesslike lines.

3.10 The secondary school system is doing little to meet these needs.Ninety-five percent of the schools have been unable to introduce a curriculumoffering vocational courses and remain largely academic. The existing agri-cultural high schools and the privately operated rural barrio (village) highschools originally embodied the objective of providing practical farmingcourses for rural youth but recently greater emphasis has been placed oncollege preparation and some 29 agricultural high schools have introducedpost-secondary courses, most leading to somewhat spurious degree qualifications.As a first step towards reform, a moratorium should be placed on the establish-ment of such degree programs and several of them should be closed.

3.11 The Bureau of Vocational Education recently introduced a newexperimental agricultural high school curriculum in which the practicalelement has been increased to a half of the time available compared withone-third in the earlier curriculum and the time devoted to instruction inagricultural economics and farm management has been increased three-fold.The program is being operated with some success in two pilot schools and

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will later be introduced in others, in each case in association with super-vised farming programs. Funds are needed to equip a number of these schoolsso that they can apply the new curriculum.

3.12 A slightly different approach with the same aims is being triedby the University of the Philippines College of Agriculture (UPCA) in a"Pilot Barrio (Village) Development School" at Masaya, designed for pupilswho have no intention of proceeding to college on completion of school (Annex10). Pupils spend 50% of their time working on their own or their parents'land on projects supervised by school staff; they learn farm managementby practicing it, borrow money from the rural bank and arrange for itsinvestment and, by the time they leave school, they have been able toestablish and manage viable farming activities. They do not become alienatedfrom the community. There is a need to develop additional pilot schools ofthis kind in other areas of the Philippines.

The Need for Professional Agricultural and Forestry Manpower

3.13 There is a surplus of agricultural degree holders in the Philip-pines. The common denominator in the qualifications demanded by employersof such graduates, however, is managerial ability and technical competencewhich very few agricultural colleges in the Philippines are able to provide.Most have limited facilities and offer general agricultural courses withoutdated curricula. Agricultural engineering courses are provided in onlysix of the 54 degree-granting institutions and, in 1970, only 21 studentsgraduated from them. Irrigation, which represents a rapidly expanding andvitally important area of development, and which is being supported by theBank (Loan 637-PH for US$34 million), is not covered as a major subject inany of the existing institutions except UPCA. Agricultural business manage-ment courses are offered in only two institutions. In spite of the impor-tance of the forest industry in the economy, forestry training is offeredat degree level in only four institutions, of which only one, CentralMindanao University, is in Mindanao, the center of the industry. The Bankhas financed the development of UPCA, which now provides the highest levelof agricultural training and research in the country but UPCA cannot dealadequately with regional needs and its instruction lacks practical orientation,particularly in the fields mentioned above. There is a need to upgrade orestablish new colleges specializing in these fields in each region.

3.14 As the first step to meet the urgent need for better training ofprofessional agricultural manpower, the government should reorient andstrengthen such training in well-located and established agricultural col-leges in two regions of the country (Central Mindanao and Central Luzon),while the appropriate location of a college in the third region (Visayas)should be further studied. To be effective, however, the steps shouldform part of and be undertaken simultaneously with the preparation of acomprehensive development plan. To that effect, the government has agreed,that it will:-

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(i) complete, within two years after the signing of the CreditAgreement, a study on national and regional manpower require-ments in the agricultural sector and on the capacity ofexisting agricultural training institutions, including theappropriate location for a regional agricultural collegefor the Visayas; the study will make recommendations on themost efficient means of meeting the manpower needs identified;and

(ii) pending the results of the study under (i), and as a firststep towards rationalization, ensure that, within three yearsafter the signing of the Credit Agreement, eleven of thethirteen agricultural high schools included in the project,will offer courses only at the secondary level, and thusdirect their efforts to programs closely related toagricultural development.

3.15 The government has also agreed that it will use the results of thestudy under para 3.17 (i) as a basis for adjusting the long-term developmentof agricultural education to manpower needs. The National Board of Educationhas recently adopted a resolution declaring that the establishment of additionaldegree granting institutions will be considered only if it accords with manpowerand development requirements. Measures have also been taken to control theestablishment of new agricultural degree courses in existing institutions.

3.16 As a further step towards rationalization, the Association ofColleges of Agriculture in the Philippines, in association with the PhilippineAssociation of Accredited Schools, Colleges and Universities, is establishinga system of accreditation and entry qualifications for student admission toexisting degree granting agricultural institutions. The government is encourag-ing these developments.

Agricultural Extension - The Need for New Programs

3.17 Agricultural extension work, carried out by a variety of govern-ment and other agencies, often loosely organized and inadequately supervised,is further handicapped by the lack of technical competence of staff as a re-sult of the low standard and limited curricula offerings of most degree-granting institutions. Technician training is lacking. In only one college(UPCA) are communication skills taught as a major subject. Field extensionworkers, even if adequately trained, frequently lack direct linkage with re-search laboratories and the expertise which they can provide. A new approachto the training of extension workers and their subsequent work in the fieldis needed. UPCA has initiated two programs which show promise and merit sup-port in other parts of the country. It has established a "social" laboratoryin a group of adjacent villages as a teaching laboratory for students of ex-tension which involves university faculty in rural problem solving and as aby-product, provides intensive and well-organized extension leading to po-sitive rural development. The College has also set up a small radio station,producing a variety of vernacular language programs directed specifically atfarmers, fishermen, foresters and other production workers. There are about300 radio stations in the country but almost all are commercially operated

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and often unwilling to provide adequate time for educational programs directedat the rural population. The UPCA station requires strengthening so that itcan provide greater coverage. There is need for another similar station inthe southern (Mindanao) region.

The Need for Manpower in Industry

3.18 Industry (comprising mining and quarrying, manufacturing, utili-ties, construction, transport and communications) employs some 2.1 millionpeople, or 19% of the labor force of 11 million. It is estimated that thereare 30,000 engineers, 160,000 highly skilled craftsmen and foremen, 380,000skilled mechanics and craftsmen, 800,000 semi-skilled workers and operativesand 750,000 unskilled workers in the Philippines.

3.19 The annual demand for fully qualified engineers is estimated at1,500. The annual supply is difficult to estimate because over 140 engineer-ing colleges are offering engineering and associate degrees after courseslasting from two to five years' and producing graduates who may vary fromsemi-skilled to professional level. Their annual output of some 4,000professional engineers exceeds the demand and many fill job categories belowthat of professional engineer for which they are ill-suited.

3.20 The actual number of technicians in industry is unknown. Thereare limited facilities for their training. There is undoubtedly a demand,however, for the training of middle-level manpower which could be as high as7,500 annually. The actual demand for technicians will initially be muchlower since an ILO/NMYC study shows that industry, which is unfamiliar withthe technician category, could continue its practice of hiring degree holdersrather than technicians for these positions. Technician training should,therefore, be initiated on a limited scale not exceeding an output of 1,000technicians per year.

3.21 The annual demand is estimated at 24,000 for skilled craftsmenand 13,000 for semi-skilled workers and operatives. The annual outputof the Schools of Arts and Trades (SATs) totals some 10,000 semi-skilledworkers and operatives and 2,000 skilled craftsmen. Private institutionsare training an estimated 35,000 semi-skilled workers and operatives, manyof whom are already employed in industry, but these institutions do notcontribute significantly to the training of skilled craftsmen. As a resultthere is a deficit of skilled craftsmen and an oversupply of semi-skilledworkers and operatives. In addition, the training offered by the SATs andprivate institutions is of poor quality and the skills taught are oftenunrelated to industry's needs. These factors led the Philippine government,with ILO assistance, to develop regional manpower training centers. Theseshow much promise and introduce training through skill modules in concertwith industry's requirements. Funds are needed to establish such centersat suitable locations throughout the Philippines.

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IV. THE PROJECT

General

4.01 The purpose of the proposed project would be to lay the groundworkleading to possible future educational reform and also to meet the manpowerneeds outlined in Chapter III. Specifically, the project would:

(i) provide the Department of Education and Culture, throughthe new Office of Planning Service and the EducationDevelopment Center, with the physical and human resourcesto improve educational planning and management and to reformthe education system;

(ii) expand the training of science teachers in accordance withnational needs;

(iii) expand the training of young farmers in rural areas andhelp them to start commercial farming enterprises;

(iv) improve and reorient the training of professional agri-cultural personnel at two colleges in accordance withurgent manpower needs, with particular emphasis on theimprovement of the agricultural extension services;

(v) initiate the training of industrial technicians to fill themiddle level positions; and

(vi) expand and improve the training of skilled craftsmen inaccordance with industrial manpower needs.

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4.02 The project would help to finance:

(i) the construction of new facilities for, extensions toand/or equipment for the institutions listed in thefollowing table and for two social (extension) labora-tories and radio stations attached to agriculturalcolleges:

Accommodation(additional)

No. of Enrollment Student StaffInstitutions Additional Total Boarding Housing

Curriculum CoordinatingUnit 1 -

Education DevelopmentCenter 1 - 100* -

Regional Science TeachingCenters 4 - 7,000 -

Agricultural High Schools 13 - 5,500 -

Agricultural Colleges 2 650 3,000 - 8

Pilot Barrio (Village)Development Schools 6 600 600 - 12

Technical Institutes 3 2,800 2,800 - -

Regional Manpower TrainingCenters 10 2,400 2,400 -

Total 40 6,450 21 400 20

*18-month post-graduate courses only. Large numbers of other studentswould use the facilities at night, weekends and during vacations.

(ii) 62 man-years of specialist services for strengtheningeducational planning and management, curricula reform,staff for the agricultural colleges and technicalinstitutes and for project implementation, and 56man-years of overseas fellowships.

Office of Planning and Research and Curriculum Coordinating Unit

4.03 The government has now set up a Planning Service Office (OPS) inthe Department of Education to reorganize and strengthen educational planningand management and has agreed to establish a program of educational researchwithin six months of the signing of the Credit Agreement. As part of theOffice, a Curriculum Coordinating Unit (CCU) would be formed to coordinate

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curricula research being carried out by various interested agencies (para3.06). The proposed project would provide equipment, books and materials foorthe CCU, and technical assistance to supplement that being provided byUNDP for the OPS and to prepare a program to remedy textbook shortages (para3.11) as outlined in Annex 6.

4.04 The government has also agreed to draw up a plan for the organiza-tion, operation, staffing and financing of the OPS and the CCU in accordancewith these objectives, details of which are given in Annex 8, and to submitit to the Association within six months of the signing of the Credit Agreement.

Education Development Center

4.05 As an important step towards integration of the Science EducationCenter of the University of the Philippines (UPSEC) and the Social StudiesEducation Center (SSEC) of the Bureau of Public Schools of the Department ofEducation, in accordance with needs outlined in paras. 3.07-3.11, an EducationDevelopment Council would be established to coordinate the operations of thetwo Centers. The project would provide integrated physical facilities,including offices, laboratories, a lecture room and audio-visual unit, aprinting and graphics unit and library for up to a total of 100 full-timestudents, which would enable the staff to operate joint projects. At a laterstage, other agencies responsible for curricula studies and material preparationin other disciplines (languages, health and physical education, practical arts,cultural arts) would also be brought under the Council. The activities of theCouncil and its Centers are described in Annex 9.

4.06 The government has already requested technical assistance from theUNDP for UPSEC. The project would include technical assistance for curriculadevelopment and evaluation in the field of social studies. Details of thetwo programs are outlined in Annex 6. The government has indicated thatits Department of Education and Culture and the University of the Philippineshave signed a Memorandum of Understanding concerning the establishment ofthe Council.

Regional Science Teaching Centers (RSTCs)

4.07 The project would augment the work of the existing RSTCs (para.3.10) by providing two additional centers at the Northern and Central LuzonTeachers' Colleges and equipment and books at the Zamboanga and West VisayasState Colleges. The centers would be integral parts of these colleges andwould in total provide teacher training for some 1,000 post-graduate and6,000 undergraduate students; they would assist a total of some 2,250 studentsstudying for Bachelor of Science degrees and provide in-service training for640 teachers during summer vacations and a similar number through evening andweekend in-service courses. The centers would experiment with instructionalmaterials developed by UPSEC and other institutions and conduct research inthe teaching of science in elementary and secondary schools. Staff for thecenters would include existing staff at the colleges and would be augmentedas required.

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Agricultural High Schools

4.08 To expand and broaden the new experimental high school projectdescribed in para. 3.14 to all regions of the country, the project wouldassist the introduction of a practically oriented curriculum into thirteenadditional high schools with a total of 5,500 students. Assistance wouldbe in the form of laboratory and workshop equipment, construction materialsand initial supplies (fertilizers, seeds, insecticides). The first year ofthe program would be devoted to the teaching of the principles and practiceof agriculture; the remaining three years to supervised farming projects inrice cultivation and pig and poultry husbandry. Part of the profits fromthese projects would be invested in a school fund to ensure the financing ofsubsequent student projects. The remaining part would be placed in thestudents' bank accounts to provide them with capital to start on their ownwhen they leave the school. The government has agreed that, within oneyear of the signing of the Credit Agreement, it will draw up a plan, mutuallysatisfactory to the government and the Association, for supervised farmingprojects at each school included in the project and would subsequently implementthe plan.

4.09 To be successful, the project schools should concentrate theirefforts and resources on their high school programs. The government hasagreed that this will happen within three years of the signing of the CreditAgreement except at Central Mindanao University and Central Luzon StateUniversity, where degree level programs would continue (para 3.17).

Pilot (Barrio) Village Development Schools

4.10 To assist the government in developing the Pilot Barrio (Village)Development School concept described in para. 3.15, the project would providethree such schools at each of the two agricultural colleges to be includedin the project (ClMU and CLSU). The schools, which would be of very simpledesign, would be located in villages in the vicinity of the colleges andwould provide four-year courses to 100 students each, of which 50% would beclassroom instruction with a strong agricultural bias and 50% practical workon supervised farming projects at the pupils' home farms. Pupils wouldreceive working capital by way of loans from rural banks. More details ofthe program are given in Annex 10.

4.11 Each school would require a staff of three teachers. Technicalassistance would be provided by the staff of UPCA who have been managingan original pilot school at Masaya. During the negotiations, the governmentagreed that, within one year of the signing of the Credit Agreement, it willprepare and subsequently implement a plan, to be mutually acceptable to itand the Association, for supervised farming programs at each school and makearrangements, also mutually satisfactory, for the provision of (a) creditfacilities to the students and (b) technical assistance from UPCA.

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Agricultural Universities

4.12 To meet the needs outlined in paras. 3.16 and 3.17, the projectwould provide laboratories, workshops and equipment at two agriculturaluniversities, which are well located and could become, with this assistance,strong regional centers for agricultural training and research. The projectwould also provide technical assistance (Annex 6) to supplement the universi-ties' staff development program.

4.13 The Central Mindanao University (C4U) offers five-year degree pro-grams; the project would enable the development of agricultural business man-agement as a major field in agriculture with supporting programs in generalagriculture, agricultural engineering and agricultural education; in forestry,the major fields to be developed would be forest utilization engineering andforest resources management. Present enrollment at the University is 1,300,of whom 1,050 are in agriculture and forestry; after completion of the proj-ect this latter number would rise to 1,500. The University's DevelopmentPlan envisages a 1976 total enrollment of 2,000 and a diversity of curriculaofferings exceeding the financial and staff resources likely to be available.The University has already agreed to limit student enrollment to areas ofstudy for which manpower needs exist and for which adequate recurrent fundscan be provided and to phase out engineering courses other than those directlyrelated to agricultural development to which all the resources of itsengineering college should be devoted. The University will also integratethe training of students in agricultural business management with theoperation of its commercial farms and include within the five-year agriculturaland forestry programs an additional semester of practical work.

4.14 At the Central Luzon State Universitr (CLSU) the project wouldassist inter alia the introduction of courses in agricultural business manage-ment and agricultural engineering with a major in hydrology. Total enroll-ment at the University is 1,700 of whom 1,300 are in agriculture; the latterfigure would rise to 1,500 after completion of the project. Total enrollmentswould be limited through a policy of selective admission.

4.15 The government has indicated that CMU and CLSU have acquired legaltitle to the land they occupy.

Social (Extension) Laboratories

4.16 The project would assist the two universities in giving new emphasisto on-the-job training of extension workers and in associating them more close-ly with rural development, by providing social (extension) laboratories similarto that established by UPCA (para. 3.20), to be located at the center of agroup of adjacent villages. They would each consist of a meeting hall, work-shop and housing for up to 12 staff and/or students; transport for residentextension staff and students and a mobile film unit would be provided at eachcenter. Their main function would be to provide field training for studentsmajoring in agricultural extension and in-service training for extensionworkers employed by government and other agencies. The universities wouldprovide one field extension worker per village to identify needs, plan pro-grams, organize group action and, where necessary, provide services. To

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ensure liaison with existing extension agencies, the government has agreedthat it will make arrangements mutually satisfactory to it and the Association,within one year of the signing of the Credit Agreement, for CMU, CLSU, theAgricultural Productivity Commission and other relevant agencies to coordinateprovision of extension services in the areas covered by the project. Thegovernment will also prepare studies on national and regional manpower needsin the agricultural sector and on ways and means to meet such needs, formulateplans for supervised farming projects at the agricultural high schools andpilot village development schools included in the project and make arrange-ments with existing universities to improve agricultural education, trainingand extension.

Agricultural Radio Stations

4.17 The project would further strengthen agricultural extension workby providing 5 kw transmitters, equipment, studio facilities and mobile unitsto an existing radio station at UPCA and for a new radio station at cMU (para.3.20). Further details are given in Annex 11. The stations would cooperatewith government and private agencies in their extension programs, conduct"'schools of the air," assist in the training of students studying agriculturalcommunications, broadcast the results of the universities' agriculturalresearch programs and evaluate the effectiveness of their own programsand the work of the universities' extension services.

4.18 The government has agreed to make arrangements with UPCA, mutuallysatisfactory to the government and the Association, within one year of thesigning of the Credit Agreement, for a training program for personnel ofthe CMU radio station and to subsequently implement the program. The RadioControl Office has arranged for a franchise to be granted to CMU and hasauthorized extended transmission power for the station at UPCA.

Technical Institutes

4.19 To meet the need for technicians outlined in paragraph 3.23 theproject would include three technical institutes. New institutes would beestablished in Manila and Bacolod and the third would be developed from theIligan Institute of Technology by provision of additional equipment. Thesites are well selected. The institutes would offer terminal three-yearpost-secondary courses for 2,800 students in two shifts to provide about800 technicians annually. The enrollments, course offerings and curriculaare given in Annex 12.

4.20 The government proposes to set up a national polytechnic schemewith which the institutes would be affiliated and has agreed, that pendingthis development, all three institutes would be administered by a TechnicalEducation Governing Council with appropriate representation from industry andwill apply the same curricula and observe the same examination standards.

4.21 To meet the immediate staff needs of the institutes, the governmenthas agreed to provide three one-year teacher training courses to be scheduledso that 60 teachers would be ready for the first year of operation of theInstitutes and 60 in each of the following two years. About half of the

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180 teachers would be required for technical subjects and would be professionalengineers prior to training; the others would be qualified teachers orprofessionals in their respective fields. To meet the long-term needs fortechnical teachers some 5% of the places in the Manila institute should bereserved, as long as needed, for a one-year course for trainees who havecompleted technician training and at least two years of industrial experience.The UNDP has already undertaken to provide an initial allocation oftechnical assistance for this project and an extension of this program mightbe considered. Pending assurances that such UNDP assistance will beforthcoming, the proposed project has provisionally included 13 man-years ofspecialist services and 8 man-years of fellowships (Annex 6).

Regional Manpower Training Centers (RMTCs)

4.22 To meet part of industry's need for skilled craftsmen the projectwould help disseminate new methods of vocational training initiated by theNational Manpower and Youth Council (NMYC) and supported by UNDP and ILO(para. 3.24) by providing ten new Regional Manpower Training Centers (RMTCs).These would offer short "modular" full-time and evening courses of varyingduration, ranging from introductory to advanced level for youth or adultswhen required at intervals during their working lives. The combined outputof the Centers would be approximately 7,200 craftsmen per year. More in-formation about location, enrollments, course offerings and curricula isgiven in Annex 13.

4.23 An agreement between the Council of Employers' Organizations andthe NMYC providing for close cooperation between industry and the RMTCs toensure the proper type of training was signed in 1971. The government hasagreed that all ten centers will be administered by the NMYC on completionin order to facilitate the introduction of uniform government recognizedtrade testing schemes. Pending completion and during the construction phase,the government will ensure coordination of activities between its ProjectUnit in the Department of Education and Culture and the NMYC.

4.24 Staff for the centers would be trained at the National ManpowerSkills Training Center in Taguig which is receiving UNDP/ILO assistance.Assurances were given during the negotiations that, within three yearsof the signing of the Credit Agreement, some 150 instructors and tensupervisors for the centers will be trained. Finally, an assurance was giventhat, not later than one year after the commencement of the operation of thecenters and annually thereafter, the government would make available for IDAreview, annual evaluation reports on the centers.

Technical Assistance

4.25 To provide for a strengthening of educational planning and manage-ment, curricula reform and a pre-investment study on textbook production,to augment the staff at the agricultural colleges and technical institutesand to assist in equipment procurement for the Project Unit, the projectwould make provision for 62 man-years of specialist services and 56 man-yearsof overseas fellowships (Annex 6). The implementation program was agreedupon during negotiations. The government intends to obtain from UNDPadditional technical assistance in the form of 31 man-years of specialist

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services needed to strengthen educational planning, curriculum developmentand manpower training as well as six man-years of overseas fellowships forcurricula development and teaching in the ten Regional Manpower TrainingCenters. It is possible that UNDP might also provide part of the 62 man-years of technical assistance included in the project. If this assistancematerializes, the amount of the Credit could be reduced accordingly or madeavailable for use in other categories.

Cost of the Project

4.26 The total cost of the project is estimated at Pesos 113 millionor US$17.68 million equivalent. A breakdown of the project costs, givenin Annex 14, is summarized below:

Pesos (millions) US$ (millions) % ofProject Items Local Foreign Total Local Foreign Total Total

1. Curriculum Co-ordinating Unit - 0.22 0.22 - 0.04 0.04 -

2. Education Devel-opment Center 1.50 1.99 3.49 0.24 0.30 0.54 3%

3. Regional ScienceTeaching Centers 1.14 2.00 3.14 0.18 0.31 0.49 3%

4. AgriculturalUniversities 6.64 10.88 17.52 1.04 1.70 2.74 15%

5. Social (Extension)Laboratories 0.27 0.46 0.73 0.04 0.07 0.11 1%

6. Pilot Village Devel-opment Schools 1.09 1.07 2.16 0.17 0.17 0.34 2%

7. Agricultural RadioStations 0.14 0.83 0.97 0.02 0.13 0.15 1%

8. Agricultural HighSchools 0.43 8.12 8.55 0.07 1. 27 1.34 7%

9. Technical Institutes 4.58 12.06 16.64 0.72 1.88 2.60 15%10. Regional Manpower

Training Centers 7.62 15.94 23.56 1.19 2.49 3.68 21%11. Technical Assistance

Experts andFellowships 3.01 13.44 16.45 0.47 2.10 2.57 14%

Sub-Total (1-11) 26.42 67.01 93.43 4.14 10.46 14.60 82%o

12. Contingenciesa. Physical 1.92 1.22 3.14 0.30 0.19 0.49 3%b. Price 5.44 11.13 16.57 0.84 1.75 2.59 15%

Sub-Total (12 a-b) 7.36 12.35 19.71 1.14 1.94 3.08 18%

Total Project CostincludingContingencies 33.78 79.36 113.14 5.28 12.40 17.68 100%

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4.27 The estimated cost of the project by type of expenditure is asfollows:

% ofPesos (millions) US$ (millions) % of Foreign

Local Foreign Total Local Foreign Total Total Exchange

1. Constructiona. Site Develop-

ment 2.18 1.46 3.64 0.34 0.23 0.57 3% 40%

b. Academic andCommunal 13.75 9.17 22.92 2.15 1.43 3.58 20% 40%

c. Staff Housing 0.53 0.36 0.89 0.08 0.06 0.14 1% 40%

d. Farm Build-ings 0.83 0.55 1.38 0.13 0.08 0.21 1% 40%

Sub-Total (a-d) 17.29 11.54 28.83 2.70 1.80 4.50 25% 40%

2. Furniture 2.14 1.43 3.57 0.35 0.22 0.57 3% 40%

3. Equipment 2.11 40.13 42.24 0.33 6.27 6.60 38% 95%

4. ProfessionalServices 1.87 0.47 2.34 0.29 0.07 0.36 2% 20%

Sub-Total (2-4) 6.12 42.03 48.15 0.97 6.56 7.53 43%

5. Technical AssistanceExperts 2.75 11.14 13.89 0.43 1.74 2.17 12% 80%

6. Fellowships 0.26 2.30 2.56 0.04 0.36 0.40 2% 90%

Sub-Total (5-6) 3.01 13.44 16.45 0.47 2.10 2.57 14%

7. Contingenciesa. Physical 1.92 1.22 3.14 0.30 0.19 0.49 3%b. Price 5.44 11.13 16.57 0.84 1.75 2.59 15%

Sub-Total (7a-b) 7.36 12.35 19.71 1.14 1.94 3.08 18%

8. Total Project Costincluding Contin-gencies 33.78 79.36 113.14 5.28 12.40 17.68 100%

Cost Estimates

4.28 The construction cost estimates have been derived from recent schoolbuilding costs in the Philippines adjusted to accommodate improvements indesign and construction, particularly to withstand seasonal typhoons. The -

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construction costs per square meter of gross floor area range from US$70 forsecondary and post-secondary level institutions to US$100 for the agriculturaluniversities. The unit costs per student place and the average utilizationfactors of facilities of the few new project institutions that are comparableto previous projects compare favorably with similar Bank/IDA financed projectsin other countries (Annex 15). A local cost adjustment of between 5% and 20%has been included for schools outside the Manila area. Site development costsvary between 10 and 20% of the building costs. Furniture and equipment costestimates are based on 1971 prices and on approximate quantities relatedto local program requirements. Detailed lists would be compiled duringproject implementation.

4.29 Contingency allowances are shown in detail in Annex 16. For un-foreseen factors, 10% is added to the cost estimate of site development, con-struction and professional services. Price increases are estimated at 6%per annum for all local expenditures except for furniture (3%). Foreignprice increases are estimated for civil works at 6%, furniture at 3%, equip-ment at 3.5% and technical assistance and fellowships at 5%. Overall, con-tingencies are equivalent to about 21% of the total estimated cost of theproject.

Foreign Exchange Component

4.30 The foreign exchange cost estimate, determined on the basis ofprevailing prices and dollar equivalents at the time of appraisal, amountsto US$12.4 million equivalent or 70% of the total estimated cost calculatedas follows: 40% for site development and building; 40% for furniture; 95%for equipment; 80% for experts; 90% for fellowships and 20% for professionalservices.

V. IMPLEMENTATION AND DISBURSEMENT

Execution of the Project

5.01 To avoid delays in project execution, similar to those in the firstproject (para 1.02), the government has agreed to establish a Special Fund andto replenish the Fund at monthly intervals in an amount equal to the estimatedtotal expenditure for the project less the amounts to be paid directly by theAssociation during the next three months' period.

5.02 Responsibility for school planning and design and for procurementof furniture and equipment is fragmented among several government agencies.To minimize any possible problems in project implementation, the governmenthas established a Project Unit in the Department of Education, to be respon-sible to the Secretary of Education for (a) supervision of project implemen-tation; (b) coordination with other government services and related agencies;and (c) liaison with the Association. The Unit will consist of an executivedirector, an architect, an educator, a procurement officer and a financialofficer, who will have adequate supporting staff, office space, furniture

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and equipment and transpor-tation. The executive director, educator andarchitect have been appointed. The principal officers of the Unit havealready been selected by the government and agreed by the Association. Thesalary of the procurement specialist will be a part of the proposed project.

Professional Services

5.03 The design and supervision of construction would be carried out byprivate local architects and the Department of Public Works; master planning,design and supervision of construction schedules for the Education Develop-ment Center, the agricultural universities and technical institutes would beassigned to the private architects, assisted in the case of CLSU by theinstitutional planner being provided under technical assistance (Annex 6).The architects and planner would be approved by the Association.

Site Acquisition

5.04 Sites for construction of new institutions and extensions includedin the project are acceptable except for two regional manpower trainingcenters, the sites for which are in the process of selection and acquisition.The government has agreed to take such action as is necessary, to completesuch acquisition.

Procurement

5.05 Contracts for the supply of furniture and equipment and for construc-tion work would be awarded under IDA Guidelines for international competitivebidding, except that, contracts for furniture and equipment under $40,000equivalent, up to a total of $250,000, may be awarded after local competitivebidding. Items would be grouped to the extent practicable to encourage com-petition. The construction and furniture industries in the Philippines arecapable of meeting the needs of the project and it is unlikely that manyforeign bidders would be attracted except for equipment, most of which wouldbe imported. A preference of 15% will be given in the evaluation of bidsfor equipment, materials and supplies substantially of Philippines originand offered by Filipino manufacturers. The Bank has accepted this preferencebefore (Loan 637-PH).

5.06 The services of an equipment and furniture procurement specialistare required to set up a bid system, assist in preparing and evaluatingfurniture, supplies, materials and equipment lists, specifications and bidsand training counterparts. The government has agreed that this specialistwould be appointed not later than six months after the signing of the CreditAgreement.

Disbursement

5.07 The proposed Credit would amount to US$12.7 million equivalent,or 72% of the total project cost. It would finance the foreign exchangecomponent of US$12.4 million equivalent up to US$0.3 million equivalent oflocal currency financing to cover the ex-factory cost of locally procuredequipment, furniture and educational materials. The Credit would be disbursed

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to meet: (a) the c.i.f. cost of imported or ex-factory cost of equipment,furniture and educational materials produced by local firms of Philippinenationality; (b) total costs of technical assistance (specialists and fellow-ships) as regards international travel, remuneration and allowances; and(c) 38% of the cost of construction and professional services. Undisbursedamounts would be available for cancellation.

5.08 Construction and equipping of schools would be completed in about3-1/2 years from the date of the Credit Agreement (Annex 17) but the techni-cal assistance component would extend over a period of six years (Annex 18);the estimated schedule of disbursements is shown in Annex 19.

VI. AGREEMENTS REACHED AND RECOMMENDATION

6.01 During the negotiations agreement was reached on the followingmatters:

(a) the further development and rationalization of higheragricultural education in general (paras 3.17-3.19) andof OfU and CLSU in particular (paras 4.13, 4.15 and 4.16);

(b) the organization, operation, staffing and financing of theOPS and CCU, the Education Development Council, the agricul-tural high schools, pilot barrio (village) developmentschools, the technical institutes and the regional manpowertraining centers (paras 4.03, 4.04, 4.08, 4.09, 4.11, 4.20,4.21, 4.23 and 4.24);

(c) a training program for personnel of the CMU radio station(para 4.18);

(d) the implementation of a technical assistance program(para 4.25);

(e) the establishment of a special local currency fund withadequate funds for the project (para 5.01); and

(f) the acquisition of sites for project institutions (para 5.04).

6.02 The proposed project is suitable as a basis for an IDA credit ofUS$12.7 million equivalent to the Republic of the Philippines, repayable overa 50-year period, including a 10-year grace period.

ANNEX 1Page 1

EDUCATION IN THE PHILIPPINES

Introduction

Serious educational problems in the Philippines are inherent inits population pattern. The Philippines has a total population of 40 mil-lion (1972), which is estimated to increase to 59 million by 1985. Almosthalf the population is less than 15 years old (Table 1). There are overtwice as many persons in the 0-4 age group as in the 20-24 year age group.These figures presage a very large increase in enrollment in schools in theyears immediately ahead.

Historical Background

The antecedents of and influence on the Philippines educationalsystem are both Spanish and American and stretch back 400 years. The Spanishinfluence may also be seen in the large number of private institutions withreligious affiliations particularly at the secondary and higher levels. Theinfluence of the United States is apparent in the operation of a substantialGovernment-supported elementary school program, strong teacher trainingprograms and the large number of teachers who take their advanced degreesin the United States.

Educational Studies and Surveys

The Philippine system of education has been one of the most inten-sively studied systems in the world. The first comprehen3ive survey datesback to 1925 and has been followed by some 12 other major studies (Annex 4).

Administrative Structure and Organization

In the Philippines, education is a government responsibility, eventhough over half of secondary education and over 90% of higher education isconducted in private institutions. Education is administered by the Departmentof Education and Culture headed by the Secretary who is a member of thePresident's Cabinet. Four service units carry out departmental responsibili-ties:

(1) Planning Service;(2) Financial and Management Service;(3) Administration Service; and(4) Information and Publication Service.

The schools are administered through three bureaux:

(1) Bureau of Elementary Education:(2) Bureau of Secondary Education; and(3) Bureau of Higher Education.

ANNEX 1Page 2

In practice, the Secretary of Education and Culture delegatesresponsibility for the operation of the schools to the bureaux. He retainsresponsibility for final action on the educational budget, appointment ofcertain school personnel and basic policy decisions.

The National Board of Education is legally the principal policy-making body for education; it is composed of the following!

(1) The Secretary of Education and Culture;(2) The Chairman of the Committee on Education in

the House of Representatives;(3) The Chairman of the Committee on Education

in the Senate;(4) The President of the University of the Philippines;(5) Chairman of National Science Development Board;(6) Undersecretary of Education and Culture;(7) Three prominent citizens; and(8) The Directors of Elementary, Secondary and Higher

Education Bureaux as nonvoting members.

Coordination is intended to be achieved by the Secretary of Education servingas Chairman of the Board. To perform its policy-making ftmction, the Boardconstitutes study committees on various aspects of education; it also conductshearings to obtain comments and suggestions on educational policy. The Boardrefers committee reports and recommendations on new policies to the Departmentof Education and Culture for implementation.

The Board and/or Department also attempt to secure enactment oflegislation to implement new policies. Congress, through its Education Com-mittees in the House of Representatives and Senate, also enacted educationalstatutes on its own initiative. Such laws became policy, to be implementedwhether or not the Board or the Department concurred.

The Department of Education and Culture oversees the operation ofprivate educational institutions. The control is minimal, however, and islimited largely to the establishment of academic standards.

An analysis of the administrative structure of education indicatesa number of weaknesses. The Department has developed without adequate plan-ning and lacks appropriate planning machinery; there is an over-centralizationof authority in the Secretary of Education, who is burdened with a largevariety of functions; the Department's field administrators have few oppor-tunities to exercise individual initiative and creativity.

The National Board of Education has too many statutory functionswhich do not allow it to give adequate time to study long range plans andpolicies; it has never become fully operative as the principal policy-makingbody as it does not have the power to implement the policies it recommends.

The Chairman and members of the Education Committees of the Congresswere influential in determining policy; the power of implemention of policy

ANNEX 1Page 3

lay in the House and Senate. There was therefore substantial political in-fluence in educational policy and planning. Individual legislators often setup educational institutions in the areas they represented even though thesemight have an adverse effect on the total education system and often contrib-ute to production of trained manpower in excess of requirements.

Fiscal constraints (Annex 3) seriously handicap all aspects of educa-tion; whether from lack of sufficient funds or from unwise expenditure foritems of low priority the result is the same - inadequate services, supplies,books and equipment.

Structure of the System (Chart 1)

The school system of the Philippines in 1970 enrolled an estimated9.7 million pupils (Table 2); 78% were enrolled in public schools. Nearlyall pre-school children were in private schools; at other levels the divisionbetween public and private schools is given in Annex 3, Table 1.

Elementary education comprises 6 years; secondary and higher educa-tion are usually each of 4 years duration. The length of schooling is lessthan that in most other countries.

Schools not administered by the Department of Education and Cultureinclude the National Defense College, the Philippine Military Academy, theAcademy of Financial and Social Welfare and miscellaneous training schools.

The people of the Philippines have a high regard for education and,measured in terms of financial inputs, are making a prodigious effort tosupport it. The achievement of the Philippine education system is impressivetoo, in terms of the percentage of the relevant age groups being educated.Virtually all children of elementary school age are in school, about 71% ofthe secondary age group, which is very high for a developing nation, and25% of the college age group; the latter figure places the Philippines secondonly to Canada and the United States in this respect.

Quality, however, leaves much to be desired. There is a seriouslack of textbooks, library books and equipment for science, industrial arts,home economics and business education. School buildings are very poor andbadly maintained. There is a high dropout rate throughout the system. Ofeach 100 pupils who commenced grade 1 in elementary schools in 1962-63, only56 were in attendance in the 6th grade, six years later. Of these 56, only42 started secondary school and only 30 were expected to continue until thefourth year. Of this remaining group, some 24 were expected to enter universityand only 15 reach the final year. Only some 13 out of the original 100 wouldgraduate. These figures assume no repetition although repetition is widespread.

Pre-school Education

Pre-school education includes nursery schools (3-4 year age group)and kindergartens (5-6 year age group). Although it is not required forentrants into the first grade of elementary education, many parents areanxious that their children should have this experience and the enrollment

ANNEX 1Page 4

has increased from an estimated 33,000 in 1966 to 58,000 in 1972. Basicdata for nursery schools and kindergartens in 1972 is estimated to be asfollows:

Pupil/ Percent ofTeacher Age Group Percent

Grades Enrollment Teachers Ratio in School Boys/Girls

Nursery 28,000 1,000 28:1 2 53 47Kindergarten 30,000 1,000 30:1 2 53 47

Total Pre-elementary 58,000 2,000 29:1 2 53 47

Elementary Education

Elementary education comprises 6 years of instruction in mostschools but a few schools in rural areas have only the first 4 grades. Al-though the Elementary Education Act of 1953 authorized 7th grade instructionin all elementary schools, financial constraints have prevented its imple-mentation. There is a limited enrollment in a 7th grade in a very fewelementary schools. Ninety-five percent of elementary school enrollment in1970 was in public schools supported by the central Government and was both

free and compulsory, although compulsory attendance is not always enforced.Educational achievement in the elementary schools is not as high as itshould be, due, in part, to lack of textbooks and in part to difficultiesrelated to the time involved in studying languages. Instruction in thefirst 2 years is in the local vernacular with Filipino and English asformal subjects. English becomes the medium of instruction thereafter.

In the public sector some 95% of elementary teachers are officiallyclassified as fully qualified; almost 72% are 4-year college graduates and24% have graduated from 2-year normal colleges, agricultural colleges orschools of arts and trades. The majority of the remainder are graduatesfrom earlier 3-year college teacher training programs. Data for the privatesector is not available but it is assumed that most of the teachers in theseschools are qualified. The teacher/pupil ratio is estimated to be approximate-ly 30:1 and teacher turnover negligible.

Basic data for elementary education in 1970 were estimated to be asfollows: (more details are given in Annex 2, Table 2).

Pupil/ Percent ofTeacher Age Group Percent

Grades Enrollment Teachers Ratio in School Boys Girls

1-6 7.0 million 0.24 million 29.1 119* 51 49

* Due to overaged pupils.

ANNEX 1Page 5

General Secondary Education

Secondary education is of 4 years duration. The enrollment of 1.9million in 1970 (grades 7-10 including 0.15 million in vocational secondaryschools) represented 71% of the age group. Projections of future enrollmentvary according to estimates of population growth and future government policy(Annex 3). Of the total enrollment in secondary schools, some 67% were inprivate schools in 1968-69; of these, 62% were in non-sectarian schools, 35%in Catholic and 3% in Protestant schools. In the public sector, financialsupport for secondary schools comes from a variety of agencies: in the caseof 158 schools from the central Government; for 96 schools, from provincialgovernments; for 104, from city governments; and for 25, from municipalities.Most of the public and all private secondary schools charge fees. In cityand municipal schools, the fee is nominal (in a few cases no fees are charged),but in provincial and national high schools, fees of approximately $15 peryear are charged. In private secondary schools, tuition fees vary from $15to $150 per annum.

The increasing demand for secondary school places and the inabilityof the agencies mentioned above to provide for them resulted in 1964 in theestablishment of the first barrio (village) high schools as a result of theinitiative of the population in rural areas. From an original enrollment of350 pupils in one school, the number grew rapidly and now includes 1,500schools with 160,000 pupils. The schools are managed by village councilsand were originally intended to be financed exclusively from student fees.The students would earn the required income through work projects, particu-larly agriculture, for which time was allocated in the curriculum. In re-cent years, however, greater emphasis has been placed on preparation forhigher education and the work-oriented element has been reduced.

The quality of secondary education gives cause for concern; it isconsidered to be the weakest link in the educational ladder. There is a25% dropout rate and although 80% of those completing secondary school enterhigher education, they are poorly prepared and are particularly deficient inEnglish, science and mathematics. In 1960 Congress adopted a 2-2 curriculumplan, under which 2 years of general education would be provided for allstudents, followed by 2 years of either an academic or vocational stream.As funds for provision of additional workshops and equipment could not beobtained, however, the 2-2 plan has never been implemented in more thanabout 5% of the schools. The other secondary schools continue with anacademic curriculum, with one vocational course (usually including artsand crafts for all students, woodwork and sometimes metalwork for boys andhome economics for girls) in each of the 4 years. Again, fiscal constraintsand shortage or absence of equipment make the teaching of these coursesrudimentary. Buildings are generally of very poor quality and inappropriatedesign and the almost universal lack of equipment and books results in largelyverbal teaching with little or no demonstration or practical application.

There is an excess of secondary teachers in most areas with theexception of the fields of science, industrial arts and music, where short-ages exist. About 94% of general public school teachers are qualifiedcollege graduates and the figures in vocational and private schools are

ANNEX 1Page 6

believed to be of the same order of magnitude. Most vocational subjectteachers, however, have very little industrial experience and those withsuch experience are often attracted away by opportunities in private enter-prise. Few science classes in schools involve student participation andeven teacher demonstration methods are limited by shortages of equipment.The teaching of social studies is based on earlier patterns with separateinstruction in history and geography often not related to Philippine condi-tions; little attention is paid to more relevant instruction in populationand economic development. Teachers in secondary schools suffer from over-crowded classrooms but appear to be devoted to their work and endeavor toprovide the best instruction possible. The rate of turnover amongst secondaryteachers is less than 1%; women constitute 67% of the teaching force. Basicdata for general secondary education in 1970 was estimated to be as follows.(More details are given in Annex 2, Table 2.)

Pupil/ Percent ofTeacher Age Group Percent

Grades Enrollment Teachers Ratio in School Boys Girls

7-10 1.9 million 0.05 million 36:1 71 50 50

Higher Education

Of the 650 institutions offering higher education in 1969, 560, or86%, were privately operated. In the public sector there were 22 charteredstate colleges and universities, 65 colleges operated by the Bureau ofVocational Education (BVE) and 6 under the Bureau of Public Schools, allsupported by the central government.

Higher education has never been viewed in the context of manpowerneeds. Some 34% of the students take education courses, 24% social sciences,and only 0.6% agriculture and 0.05% forestry (Table 3).

Higher education is largely concentrated in the Manila area where16 out of the 42 major universities (providing for more than 40% of the en-rollment) are located. The number of graduates produced in nearly everyfield is second only to that in the United States and Canada and represented25% of the age group in 1970. It is estimated that 30% of the studentsdrop out and some 25% are repeaters.

In 1969 there were 400 institutions offering teacher trainingcourses - 360 private institutions, 15 under the Bureau of VocationalEducation, 14 city colleges and 5 state universities. The result is asubstantial overproduction of qualified teachers; in 1969 there were 57,000applications for 8,000 teaching posts.

Higher education, while quantitatively more than adequate forPhilippine needs suffers from serious qualitative deficiencies. Financingis uncertain, frequently limited to the proceeds from low tuition fees; com-mercialism is pronounced. The qualifications of most faculty members are nohigher than those for which their students are studying (it is estimated thatsome 63% have Bachelors degrees, 24% Masters degrees and 3% Ph.D.s); faculty

A,NNEX 1Page 7

tenure is almost non-existent. An open system of admission allows anysecondary school leaver to enter college and his continuation is usuallyregulated only by his ability to pay the fees. The normal duration ofcourses is 4 years, which, in view of the low standard of entrants, isinadequate for training to first degree level; a number of universities arenow extending Bachelors courses to 5 years duration and others are consideringthe possibility of a pre-college year. Government influence and regulationof private institutions is minimal; the regulatory body, the Bureau of PrivateSchools, was merely a licensing authority, since its limited staff could notvisit, let alone enforce, regulations and standards in so many institutions.Accreditation is in its infancy (only 28 institutions belong to the PhilippineAccrediting Association of Schools, Colleges and Universities) although theFund for the Advancement of Private Education (FAPE) is taking steps todevelop better accreditation systems.

Technical Training

Public vocational and technical education was administered by theBureau of Vocational Education. The Bureau of Private Schools exercisedlimited control over private vocational/technical institutions. Specialskill training programs are under the supervision of the National Manpowerand Youth Council (NMYC), in cooperation with vocational institutions.

There were, in 1969/70 under the BVE, 113 schools of arts & trades(SATs) and there were also some 650 private vocational schools, most offer-ing only short courses in a variety of trades.

MIany of the public vocational schools were established by convertinggeneral secondary schools in order to obtain central government financialsupport through the BVE. Many of the changes were in name only and littleattempt was made to recruit staff with appropriate qualifications and to pro-perly equip the institutions. Eighty-six percent of the students are en-rolled in 4-year secondary programs, and 30 of the 113 SAT's also offer2-year post-secondary courses for craftsmen. The four-year program includes43% practical work and provides training mainly in automotive mechanics,general mechanics, building construction, electricity, woodwork, textiles,food trades, cosmetology, etc. The 2-year post-secondary courses offer 50%practical work and concentrate mainly in the same fields. There is a widedifference in quality of training provided in SATs, related to adequacy ofstaff, accommodation and equipment, and the lack of uniformity makes theintroduction of uniform trade testing almost impossible. Most of the pupilsattending secondary courses are too young to obtain full benefit from thepractical element of the training provided; there is a 41% dropout rate.Many of the schools are situated remote from industry with which there islittle or no liaison. In the school year 1968-69 only 58% of school leaverswere able to obtain appropriate employment; industry is critical of the train-ing provided. Some 34% of school leavers from vocational schools move intohigher education of a non-vocational nature, which represents a drain on thelimited financial resources available for education.

ANNEX 1Page 8

It is difficult to obtain information on private vocational second-

ary schools but it is apparent that only 3% of their enrollment is receivingtrue secondary level instruction and the majority of the remainder take adhoc courses of short duration in a variety of vocational subjects.

There is a very limited apprenticeship program operated by theDepartment of Labor and industrial sponsors. At least 2,000 hours of on-the-job training and 100 hours of related instruction are needed for the awardof a Certificate of Proficiency in a trade. Only 1,800 apprentices have com-

pleted this training in the last decade.

In 1968 a national manpower training program was inaugurated to

accelerate skill training to meet the manpower requirements of expanding in-

dustries. A National Manpower and Youth Council (NMYC) was set up in 1969and has drawn up programs for skill training, utilizing facilities in exist-

ing vocational/technical schools. The scheme is designed for out-of-schoolyouth and for the up-grading of industrial employees, who are trained in

short unit courses of from 3 to 6 months' duration in such occupational areas

as metalwork, mechanical and electrical trades, electronics, air conditioning,construction, agriculture and farm mechanics. The program has proved popular

and some 100,000 participants have undertaken training since it began. TheNMYC, with ILO assistance, is now introducing new programs based on uniformmodules of skill and the instructor training program to start shortly at the

National Manpower Skills Center in Manila will unify and strengthen the whole

pattern and thereby make the introduction of trade-testing on a nationalbasis possible.

In the field of higher education, undergraduate courses in engineer-ing are offered at seven public institutions and post-graduate courses at theUniversity of the Philippines. In the private sector there are 41 universities

offering undergraduate courses while eight offer post-graduate training.

Total enrollments in engineering five-year degree courses are ap-

proximately 40,000, with an annual output of some 4,000, but the size of theoutput of trainees with post-graduate qualifications is very limited.

Although, on average, the ratio engineers:technicians:skilled workers

should be 1:5:25, the industrial manpower pyramid in the Philippines is dis-torted due to a substantial over-production of engineers and limited tech-nician training. Some regional vocational schools have been elevated to the

level of state chartered institutions and authorized to offer higher voca-

tional and technical education, but the courses they provide, which rangefrom 1 to 3 years in duration, cannot be described as true technician courses.

About 135 private engineering colleges offer two-year associate degree courses

in engineering but these also cannot be considered as technician courses asthe curriculum in most of them is identical with that of the first two years

of engineering degree courses.

Agricultural Education

Agriculture is included at the elementary school level in the formof gardening, which is usually taught by trained agricultural teachers but

ANNEX 1Page 9

suffers from the problems inherent in elementary education as a whole:limited financial provision, lack of equipment and teaching materials, and,in particular, an unattractive salary scale for agricultural teachers.

At the secondary level, there are 85 agricultural high schools,formerly operated under the BVE; 25 of these also offer degree programs; 5public institutions, primarily offering degree courses, also have high schoolprograms. There are 16 private institutions offering high school agricultu-ral courses. 13 state colleges and universities offer degree level instruc-tion and 9 of these also offer secondary level programs,

All agricultural schools fall under the umbrella of the Departmentof Education and Culture which exercises varying degrees of control, rangingfrom practically nil in the case of chartered state institutions to limitedcontrol over private schools and close centralized supervision of vocationalschools. State colleges and universities exist as autonomous institutionsand are governed by Boards of Regents.

High school programs take 2 main forms; in many general secondaryschools in rural areas there is an elective 2-year vocational course inagriculture; there are also agricultural high schools with much strongeragriculture-related courses.

It is difficult to assess the effectiveness of the general highschool programs because these schools lack the financing that vocationalschools receive from the Government. Funds are often barely sufficient topay for the services of the teachers at the minimum wage levels of unskilledworkers and only rarely are agricultural teachers in such schools properlyqualified.

The aim of the agricultural high school program is to train presentand prospective farmers for proficiency in farming. The program has expandedrapidly until the vocational schools and others operated by chartered collegesand universities have an enrollment of about 35,000 and an output of some6,000 each year.

The country has some 3,000,000 farmers, however, and this limitedoutput hardly approaches the true need. The shifting of emphasis in secondaryeducation away from the vocational towards college preparation has alsoaffected agricultural high schools; there are now signs of a readjustmentto the original purpose through introduction of a new curriculum giving agreater amount of time for practical work and the establishment of super-vised farming programs at school farms; two pilot projects are under way.The University of the Philippines College of Agriculture (TJPCA) has introduceda new concept of agricultural education at the high school level througha Pilot Barrio (Village) Development School, in which 50% of the time isspent by pupils carrying out supervised farming programs on their own ortheir parents' farms; the courses are terminal and do not prepare for collegeentrance.

ANNEX 1Page 10

At the post-secondary level, eight schools offer one-year or shortertraining programs known as "opportunity courses", dealing with poultryhusbandry, pig raising, farm mechanics, etc., which are designed in theoryto provide for middle level technicians but are inadequate for this purposein almost all respects. The courses are not popular as they do not offerdegrees on completion; they are usually used as a means of gaining entry todegree programs.

Degree-granting agricultural colleges are far more numerous than isrequired. Their programs and curricula are strongly oriented to the contentof the academic stream of university education rather than to contemporaryproblems of the economy and of the communities within their service area. TheBSA (Bachelor of Science in Agriculture) normally takes four years (two-yearassociate degree programs are offered in only four institutions) but, in 1967,UPCA, the principal agricultural education institution in the Philippines,decided to offer a five-year program because of the low level of the intakeof students from secondary schools and the continuing advances in agriculturalscience and technology. The action of the UPCA precipitated similar moves atthe Central Mindanao University and one other college but more institutionsare expected to follow suit.

Of the 54 degree-granting institutions, all offer BSA degrees in oneor more of eleven major fields: agronomy, animal husbandry, botany, chemistry,economics, entomology, engineering, extension, general subjects, plant pathology,and soils; the UPCA offers also poultry and communications. The most popularcourses are the general curricula, agronomy and animal husbandry programs.Fifteen colleges offer teacher training programs (B.S.Ag.Ed.), and five offeragricultural home technology (B.S.Ag.H.E.). Little attention is paid in ex-isting curricula to courses relevant to the modern sector of Philippine agri-culture. Agricultural business management is offered in only two out of the54 colleges and agricultural engineering is provided in badly-equipped facili-ties in only six institutions. Irrigation is not taught as yet as a major sub-ject in any institution. Forestry, one of the major industries in thePhilippines, is offered in only four institutions and only one of these hasadequate practical training facilities.

Farmer education receives little attention in the Philippines. Adhoc courses are provided by a number of bureaux of the Departments of Agri-culture and Natural Resources; sales promotion units of private agriculturalsuppliers, manufacturers and distributors provide training, mainly in theproper use of their products.

ANNEX I

Table 1

PHILIPPINES

POPULATION PROJECTIONS - 1970-1985FIGURES IN THOUSANDS. AS OF JULY 11/)

Age 1970 1975 1980 1985

All Ages 37,179 43,312 50,457 58,780

0 - 4 6,996 8,426 9,888 11,605

5 - 9 5,734 6,704 7,915 9,294

10 - 14 4,608 5,487 6,422 7,553

15 - 19 | ?,966 4,406 5,252 6,124

20 - 24 3,243 3,772 4,196 4,988

25 - 29 2,627 3,074 3,583 3,976

30 - 34 2,149 2,487 2 916 3,392

35 - 39 1,769 2,031 2,356 2,756

40 - 44 1,458 11,665 1,917 2,218

45 --49 1,221 1,361 1,559 1,792

50 - 54 1,024 1,125 1,260 1,441

55 - 59 828 i 925 1,021 1,143

60 - 64 612 I 725 815 901

65 - 69 418 509 608 685

70 -- 526 615 749 912

1 /' These projected totals were computed on a 3.1% rate of growth

using the May 6, 1970 preliminary figure. Age distributionsas projected by the "Component Method" using the 1960 Censusfigures were adjusted to arrive at the projected totals.

Source: Bureau of Census and Statistics

PHILIPPINES - II

ENROLLMENT AND TEACHERS BY LEVEL OF EDUCATION - ALL SCHOOLS. 1970 - 1980*

GRADE AND LEVEL 1970 1971 1972 1973 1974 1975 1976 1977 1978 1979 1980

Pre-Elementary

Nursery 23,000 25,000 28,000 30,000 33,000 37,000 40,000 44,000 48,000 53,000 58,000

Kindergarten 26,000 28.000 30.000 34,000 37,000 40,000 4.000 48.000 53.000 58.000 63.000

Total 49,000 53,000 58,000 64,000 70,000 77,000 84,000 92,000 101,000 111,000 121,000

Elementary1 1,616,000 1,517,000 1,555,000 1,608,000 1,664,000 1,705,000 1,764,000 1,782,000 1,809,000 1,814,000 1,823,000

2 1,342,000 1,434,000 1,359,000 1,385,000 1,446,000 1,498,000 1,553,000 1,598,000 1,605,000 1,617,000 1,627,000

3 1,205,000 1,264,000 1,349,000 1,289,000 1,308,000 1,363,000 1,413,000 1,438,000 1,471,000 1,482,000 1,497,000

4 1,107,000 1,115,000 1,167,000 1,245,000 1,196,000 1,210,000 1,259,000 1,278,000 1,291,000 1,309,000 1,315,000

5 937,000 1,042,000 1,055,000 1,102,000 1,175,000 1,134,000 1,145,000 1,164,000 1,172,000 1,182,000 1,189,000

6 869.000 850,000 941.000 956,000 997,000 1,063,000 1,028,000 1.010,000 1,016,000 1,021.000 1,030,000

Total 7,076,000 7,222,000 7,426,000 7,585,000 7,786,000 7,973,000 8,162,000 8,270,000 8,364,000 8,425,000 8,481,000

Secondary1 655,000 74;,000 730,000 803,000 819,300 853,000 909,000 882,000 889,000 922,000 956,000

2 512,000 588,000 649,000 644,000 703,000 721,000 751,000 799,000 780,000 784,000 812,000

3 401,000 492,000 539,000 595,000 595,000 647,000 665,000 693,000 735,000 723,000 726,000

4 325.000 388 000 425.000 466,000 515,000 517.000 561.000 577.00 602,000 639,000 630.000

Total 1,893,000 2,209,000 2,343,000 2,508,000 2,632,000 2,738,000 2,886,000 2,951,000 3,006,000 3,068,000 3,124,000

Higher1 240,000 286,000 305,000 336,000 370,000 408,000 412,000 446,000 459,000 478,000 508,0002 192,000 214,000 258,000 278,000 305,000 337,000 371,000 378,000 407,000 420,000 438,000

3 158,000 159,000 177,000 213,000 231,000 253,000 279,000 308,000 315,000 338,000 350,000

4 143.000 173,000 165,000 182,000 218.00 238,000 261,000 287,000 317,000 327,000 350,000

Total 733,000 832,000 905,000 1,009,000 1,124,000 1,236,000 1,323,000 1,419,000 1,498,000 1,563,000 1,646,000

TEACHERS NEEDED

Pre-Elementary 2,000 2,000 2,000 2,000 3,000 3,G00 3,000 3,000 4,000 4,000 4,000

Elementary 236,000 241,000 248,000 253,000 260,000 266,000 272,000 276 ,ooe 279 ,000 281 ,000 283 ,000

Secondary 53,000 61,000 65,000 70,000 73,000 76,000 80,000 82,000 84,000 85,000 87,000

Higher 32,36,0000 39000 44.000 49,000 54,000 58,000 62,000 65.000 68,000 72.000

Total 323,000 340,000 354,000 369,000 385,000 399,000 413,000 423,000 432,000 438,000 446, 000

PUPIL-TEACHER RATIO is not possible to make accurate enrollment projections as (a) school children have not been counted on a national basis

since 1967 and (b) the last population census for which complete results are available was in 1960. The above projections. >Pre-Elementary 27:1 are based on estimates prepared by the Presidential Commission to Survey Philippine Education, modified in the light of in- t

Elementary 30:1 formation obtained in the field at the time of appraisal. An analysis of alternative estimates of enrollment

Secondary 36:1 based on various different assumptions is given in Annex 3.Higher 23:1

Ai1X 1

Table 3

PHILIPPINES

COLLG1GE ENROLLME&IT BY COURSE - PUBLIC AND PRIVATE21970

Discipline Number Enrolled Percent of Total

Humanities 113,593 15.5

Education 251,371 34.3

Fine Arts 8,062 1.1

Law 16,123 2.2

Social Sciences 175,154 23.9

Natural Sciences 2,931 0.4

Engineering* 68,156 9.3

Medical Sciences 27,116 3.7

Agriculture 4,397 o.6

Forestry bO4 0.05

Graduate Education 9,527 1.3

Unspecified 56,430 7.7

Total 733,261 100

* Includes those enrolled in courses of less than degree standard.

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ANNEX 3Page 1

FINANCING AND COST OF EDUCATION

Introduction

1. The national government is required by the constitution to "estab-lish and maintain a complete and adequate system of public education, andshall provide at least free public primary instruction."* It has been be-yond the financial capability of Philippine society to fulfill both require-ments. The national government has been able to establish and maintain free**and complete primary education, but only at the cost of neglecting secondaryand higher education, which is mainly left to the private sector (tables 1and 2).

Table 1: PERCENTAGE DISTRIBUTION OF ENROLLMENT BETWEEN PUBLICAND PRIVATE SCHOOLS, 1968-69

Public Private

Elementary Education 95 5

Secondary Education 33 67

Higher Education 7 93

Table 2: ENROLLMENT IN ELEMENTARY, SECONDARY AND HIGHER EDUCATIONAS A PERCENTAGE OF THE RELEVANT AGE GROUPS

Elementary Enroll- Secondary Enroll- Higher Enroll-ment as % of 7-12 ment as % of 13-16 ment as % of

Years Old Years Old 17-20 Years Old

1960-61 ... 92 27 13

1961-62 ... 94 28 14

1962-63 ... 99 31 16

1963-64... 104 34 16

1964-65 ... 109 35 18

1970-71 ... 119 71 25

* Article XIV, Section 5 of the Philippine Constitution.

** No fees are charged in public elementary schools.

ANNEX 3Page 2

Expenditure on Education

2. Total national expenditure on all types of formal education for1972 is estimated at US$381 million, or 4.6 percent of expected GNP. Thenational Government contributes only 55% of this amount or US$207 million;this represents 26% of the national budget and is allocated as follows:

Table 3: ALLOCATION OF THE NATIONAL GOVERNMENT'S EDUCATIONBUDGET AND OF TOTAL NATIONAL EXPENDITURE 1972

National Government Budget Total National ExpenditureUS$ US$

Millions Percentage Millions Percentage

Elementary Education 175 85 194 51

Secondary Education 7 3 65 17

Vocational Education 1 _ 9 2

Higher Education 24 12 113 30

Total 207 100 381 100

Thus the national government allocates nearly all its education resources toelementary education and very little is available for the other levels ofeducation. Too high a proportion of non-Government expenditure is spent onhigher education. Secondary education is severely under-financed.

3. US$134 million (35 percent of the total expenditure on education)is expected to come from student's fees. Fees are charged at all levels,whether private or public, except in public elementary schools. They varyfrom US$16 per annum in the rural barrio high schools, (some of which theschool repays, depending on the student's own work) to US$320 in some ofthe private universities. The average student fee for each level is givenin the following table:

ANNEX 3Page 3

Table 4: AVERAGE ESTIMATED STUDENT'S FEES FOR EACH LEVELOF EDUCATION 1972

US$ Pesos

Elementary Education... 16 100

Secondary Education .... 18 110

Vocational Education ... 14 85

Higher Education ....... 96 600

4. Local governments (municipal, city and provincial authorities) areexpected to contribute US$40 million (11 percent) to the total expenditureon education, which includes transfers from the national government. At pre-sent, the maintenance of public secondary education, except in the so-callednationalized high schools, is the responsibility of local governments. Dueto lack of taxation powers, other than property taxes, these governments areto a great extent dependent on transfers from the national government. Sincethese transfers are inadequate, the local governments have difficulties inproviding the necessary accommodation for the growing school population.Many provincial governments prefer to channel the increase in secondary en-rollment into rural barrio high schools, which are private and, therefore donot have to be funded by public means. The Presidential Commission to SurveyPhilippine Education has recommended that the local governments should takeover the responsibility of financing elementary education. Such a shift infinancing would allow the national government to greatly increase its financ-ing, and thereby control, of secondary and higher education and at the sametime give control over elementary education to the local communities. Thisrecommendation would involve the following measures for successful implement-ation: first, a new tax base should be given to the local governments, whichwill ensure adequate funds; second, a general fund should be established,which would transfer resources from the richer to poorer local governments;third, a nationwide uniform pay scale for elementary teachers should bemaintained; fourth, the national government should enforce minimum standardsfor elementary education. These measures would not be easy to bring intoeffect since they would alter long established practices. Particular careshould be taken to avoid the danger of financial responsibility being shiftedto local governments without implementation of the above measures, which arenecessary to prevent a decrease in quality and a heterogeneous elementaryeducation system.

Recurrent and Capital Expenditures on Education

5. Recurrent expenditures command by far the greatest share of the to-tal expenditures on education. For 1972 it is estimated that US$347 million,or 91 percent of these expenditures, will be spent on recurrent outlays.The share of the recurrent and capital budgets of the various levels areas follows:

ANNEX 3Page 4

Table 5: THE DISTRIBUTION OF RECURRENT AND CAPITAL EXPENDITURESBETWEEN LEVELS OF EDUCATION FOR 1972

Expenditures(in US$ million)

TotalRecurrent Capital Amount %

Elementary Education 178 16 194 51

Secondary Education 58 7 65 17

Vocational Education 7 2 9 2

Higher Education 104 9 113 30

Total 347 34 381 100

Percentage 91% 9% 100%

Recurrent Unit Costs. Enrollments at the different levels of education arenot exactly known but, using different assumptions, can be estimated as fol-lows:

Table 6: ALTERNATIVE ESTIMATES OF ENROLLMENT AT EACHEDUCATIONAL LEVEL IN 1972

Alternative 1 2 3*

(000)

Elementary Education 7,630 7,430 7,310

Secondary Education 2,210 2,200 2,200

Vocational Education 180 150 150

Higher Education 890 900 900

Total 10,910 10,680 10,560

* The three alternatives refer to the Presidential Commission estimate(1) and estimates based on a birthrate of 4.7% (2) and 4.5% (3), re-spectively.

AINEX 3Page 5

7. The average recurrent cost per pupil can now be determined for thethree alternatives:

Table 7: ESTIMATED AVERAGE RECURRENT COST PER PUPIL IN 1972

Alternatives 1 2 3*

Us$

Elementary Education 23 24 24

Secondary Education 26 26 26

Vocational Education 36 43 43

Higher Education 117 116 116

* Same as in Table 6.

The average recurrent cost per pupil is extremely low by any standards. Inelementary education the teacher pupil ratio is 1:30 and no less than 93% ofrecurrent cost is spent on salaries and other personnel expenses; hardly anyprovision is made for books and other educational material. The same is al-most true for secondary education wihere 87% is allocated to personnel ex-penses. At this level the teacher ptupil ratio is 1:36 and salaries are about10% lower than for elementary teachers. The difference in salary must be at-tributed to the fact that elementary teachers are all paid by the nationalgovernment and are politically strong, while secondary teachers are mostlypaid by private institutions and local governments and are not organized.The cost of vocational training is also extremely low ard reflects the poorquality and lack of materials and supplies. The average per pupil cost inhigher education reflects the students' demand for education but at a costwhich he can afford. The private sector has quantitatively been very suc-cessful in supplying cheap academic courses, but the quality is very low,and bears little relation to the requirements of the economy.

Future Education Expenditure (Table 8)

8. Under the present system of financing, it is unlikely that the na-tional government will have the financial resources to undertake any signifi-cant improvements of secondary, technical - vocational and higher educationwithout a reduction in the cost of primary education. Without such a reduc-tion, total expenditure on primary education (under present conditions) islikely to double from $194 million in 1972 to $381 million in 1980 and thegovernment's primary education expenditure would increase to $343 million or84% of its total education budget which itself could have risen to 28% ofthe total national budget. Only very insignificant amounts would be avail-able for secondary, technical and higher education (table 8, "high" projec-tions).

ANNEX 3Page 6

9. Since the government itself is attaching high priority to the im-provement of education at these levels and plans to expand its aid tostudents and to private education institutions, which are increasingly in-clined to look for Government support, the Government should reduce primaryeducation expenditure as a proportion of its education budget.

10. Pending a transfer of the responsibility for primary education tothe local authorities the national government should consider the followingsteps to reduce further increases in the primary education bill:

(i) introduction of automatic promotion, which would reducethe rate of increase in enrollments and would bring theenrollment ratio from the present level of about 119% ofthe age group to below 100%;

(ii) increase in the pupil/teacher ratio from 30:1 in 1972 to33:1 in 1976 and 36:1 in 1980;

(iii) stabilization of primary teachers' salaries (which arealready higher than those for secondary school teachers)at present real values.

11. Theoretically the combined effect of these measures would be a re-duction in the national government's 1980 primary education bill by nearly$170 million (table 8, "low" projections). Even if, in practice, these mea-sures can only be partially carried out, the effect would be significantenough to free a substantial amount of government resources for the muchneeded reform and improvement of secondary, technical and higher education.

12. Such steps, however, are unlikely to result in the real improve-ments unless the Government strengthens its control over the education sys-tem, enforces qualitative standards, limits enrollments at secondary andhigher levels and consolidates colleges and universities into more viableand economical units. It should use the powers which will result from theincreased reliance by private institutions on Government financing, tobring about such a rationalization and consolidation of the school system.The government is presently working on a financing plan that would includethese elements.

13. Mlore details about future levels of education expenditure (for 1976and 1980) are given in Table 8.

ANNEX 3Page 7

Table 8: EDUCATION COST PROJECTIONS 1972 - 1980(in US$ millions) (Constant 1972 prices)

1972 1976 1980

1. GNP 8,328 10,645 13,5932. National Government Budget (low) 801 1,070 1,4293. National Government Budget (high) 801 1,110 1,538

School Enrollments ('000)

4. Primary education (low) 7,426 7,690 7,5265. Primary education (high) 7,426 8,395 9,2746. Secondary education (low) 2,197 2,712 2,8227. Secondary education (high) 2,197 2,826 3,1518. Vocational secondary education (low) 146 174 1809. Vocational secondary education (high) 146 182 20110. Higher education (low) 905 1,306 1,47011. Higher education (high) 905 1,323 1,711

Total Education Expenditure(all sources; US$ million)

A. Primary Education

12. Recurrent expenditure (low) 178 185 16613. Recurrent expenditure (high) 178 252 31614. Capital expenditure (low) 16 24 3015. Capital expenditure (high) 16 40 6516. Total expenditure (low) 194 209 19617. Total expenditure (high) 194 292 381

B. Secondary Education

18. Recurrent expenditure (low) 58 80 9419. Recurrent expenditure (high) 58 83 10420. Capital expenditure (low) 7 5 1421. Capital expenditure (high) 7 15 822. Total expenditure (low) 65 85 10823. Total expenditure (high) 65 99 112

C. Vocational Secondary Education

24. Recurrent expenditure (low) 7 8 925. Recurrent expenditure (high) 7 8 1026. Capital expenditure (low) 2 0 327. Capital expenditure (high) 2 3 228. Total expenditure (low) 9 8 1229. Total expenditure (high) 9 11 12

ANNEX 3Page 8

1972 1976 1980

D. Higher Education

30. Recurrent expenditure (low) 105 151 17131. Recurrent expenditure (high) 105 153 19832. Capital expenditure (low) 9 23 1433. Capital expenditure (high) 9 38 3934. Total expenditure (low 114 174 18535. Total expenditure (high) 114 191 237

E. Total Education Expenditure (all levels)

36. Recurrent expenditure (low) 348 424 44037. Recurrent expenditure (high) 348 496 62838. Capital expenditure (low) 34 52 6139. Capital expenditure (high) 34 96 11440. Total expenditure (low) 382 476 50141. Total expenditure (high) 382 593 742

Total Education Expenditure

as a % of GNP (low) 4.6% 4.4% 4.1%- do - (high) 4.6% 5.2% 5.4%

National Government Education Budget(under present financing system /1)

Primary education (low) 175 188 175Primary education (high) 175 263 343Secondary education (low) 7 9 12Secondary education (high) 7 11 13Vocational secondary education (low) 1 1 1Vocational secondary education (high) 1 1 1Higher education (low) 24 36 39Higher education (high) 24 40 50

Total Government expenditure (low) 207 234 227

Total Government expenditure (high) 207 315 407

National Government Education Expenditureas a % of total National Government Budget

(low /2) 26% 21% 15%(high3) 26% 29% 28%

/1 Assuming that Government would continue to finance only 90% of primaryeducation expenditure, 11% of general secondary and vocational second-ary education expenditure and 21% of the cost of higher education.

/2 "Low" expenditure projections as a percentage of "high" budget projec-tions (line 3).

/3 "High" expenditure projections as a percentage of "low" budget projec-tions (line 4).

ANNEX 3Page 9

Assumptions

1. Growth rate per annum: 6.3%

2. Growth rate per annum: 7.5%

3. Growth rate per annum: 8.5%

4. Population growth rate of 3.05% in 1971 declining to 2.32% in 1980;automatic promotion and decline in participation rate from 119% in 1972to 109% in 1976 and 99% in 1980;

5. Population growth rate of 3.30% in 1971 declining to 2.71% in 1980;constant transition ratios (percentages of repeaters and drop-outs remainingequal) and constant participation ratio of 119%.

6 and 8. Constant transition ratios (or: if automatic promotion is intro-duced at primary level, controlled expansion of secondary education).*

7 and 9. Automatic promotion at primary level without control over theexpansion of secondary education.*

10. Entrance Requirements for Higher Education

11. Automatic promotion at primary level, constant transition ratiosand no entrance requirements at higher level.

12 - 14 - 16 Low enrollment projections (line 4), increase in pupil/teacherratios from 30:1 in 1972 to 33:1 in 1976 and to 36:1 in 1980; teachers'salaries to be kept at present level (in constant prices); increase innon-personnel expenditure to 15% of total recurrent cost, compared with thepresent figure of 7%.

13 - 15 - 17 High enrollment projections (line 4), no increase in pupil/teacher ratios, continued increase in salaries (at rate of GNP per capitagrowth: 3.3% p.a.); increase in non-personnel expenditure to 15% of totalrecurrent cost, compared with present figure of 7%.

18-20-22-24-26-28 Low enrollment projections (lines 6 and 8); 2.7% realannual increase in teachers' salaries, some improvement in non-personnel ex-penditure (books and materials).

19-21-23-25-27-29 High enrollment projections (lines 7 and 8); 2.9% realannual increase in teachers' salaries, improvement in non-personnel ex-penditure (books and materials).

* The actual rate of population growth is not known. These projections,as distinct from those in Annexes 1 and 2, are based on more recentpopulation statistics and different assumptions about progression rates.

ANNEX 4

THE PHILIPPINES

EDUCATIONAL STUDIES AND SURVEYS 1927-1971

1. The Economic Survey Report of 1927: focused on vocational educationand its relevance to the economic and social status of the people.

2. The Prosser Study of 1930: a follow-up of the 1927 survey; proposedmeasures to improve vocational education.

3. The Quezon Educational Survey of 1936: aimed at reorienting the edu-cational system to Commonwealth status and to eventual independence.

4. The Educational Survey of 1939: became the basis of the Education Actof 1940 which abolished the seventh grade in the elementary schoolwhich had been part of the education system up to that time.

5. The Joint Congressional Committee Study of 1948: produced in connec-tion with Philippine independence in 1946 and the demands of nationalrehabilitation after World War II.

6. The UNESCO Mission Survey of 1949: in accordance with an agreement be-tween the Philippine Government and UNESCO, the survey involved ele-mentary, secondary, adult and teacher education.

7. The Survey of Private Education in 1951: conducted by the SenateSpecial Committee on Educational Standards of Private Schools to de-termine whether the schools' certificates of recognition were issuedin accordance with pertinent regulations and to look into instruc-tional standards.

8. The Magsaysay Committee Survey of 1957: to determine how Philippineeducation "may be reinforced and improved."

9. The 1960 Survey of Public Schools: a comprehensive survey of the pub-lic school system with a view to possible revision.

10. The Presidential Commission to Survey PhiliPpine Education; 1970: thiswas a major document produced by a large staff of Philippine educatorsand foreign consultants which indicated clearly the major defects ofthe system (which are detailed in Annex 5)and made numerous recommenda-tions for reform.

11. The UNESCO Project Identification Mission, 1971: prepared the way forBank Group financing.

12. The Department of Education's 4-year Development Plan for Education,1971: included several of the recommendations of the PresidentialCommission.

ANNEX 5

THE PRESIDENTIAL COMMISSION TO SURVEY PHILIPPINE EDUCATION 1970

The Commission identified the following weaknesses inter aliain the Philippine education system:

(i) the wide diversity of sources of authority for educationalpolicy; a high degree of centralization in decision making;a segmentation of educational responsibility by sectors(public, private, vocational) rather than by function (ele-mentary, secondary, higher); a lack of Government controland excessive freedom for private school proprietors;

(ii) a need to expand educational expenditures by some 10% an-nually to cope with the enrollment increase as a result ofpopulation growth and the need to improve existing facili-ties; this increase is greater than that projected forGNP; the high proportion of Government resources devotedto elementary education with neglect of other levels; thefinancial starvation of most educational institutions; theserious shortages of equipment, materials and books;

(iii) the emphasis in secondary education on college preparationalthough the agreed curriculum, a 2-2 plan, was originallyconceived to cater for manpower needs; the short durationof the secondary course (4 years after a 6 year primarycourse) which is inadequate for college preparation andpre-vocational courses;

(iv) the tremendous social demand for university education leadingto a graduate output far exceeding and unrelated to manpowerneeds; the open system of admission to universities; thelimitation of the function of the Bureau of Private Schoolsto licensing due to inadequate staff; the limited membership(only 28 institutions) of the Philippine Accrediting Asso-ciation of Schools, Colleges and Universities; the establish-ment of new institutions of higher education at high schoolswithout changing faculty size or quality or increasing fi-nancial provision, and without provision of machinery for im-posing quality standards in curricula or faculty; the concen-tration of the best higher educational institutions in theManila area; the concentration of private institutions on lowcost programs such as teacher education (34% of graduates in1969/70), commerce and liberal arts; and

(v) the proliferation of vocational, technical and agriculturalinstitutions at high school and post-secondary levels, in-adequately equipped and unable to provide relevant educa-tion.

ANNEX 6Page 1

TECHNICAL ASSISTANCE

1. The Philippines has experienced and well qualified personnel in avariety of different fields but the emphasis placed by the educational systemon academic training is reflected in deficiencies in certain types ofspecialist manpower. The government receives technical assistance from anumber of donor agencies; for several of the items in the project for whichtechnical assistance is needed, at least an initial sum has been includedin the UNDP Country Program Paper. However, in four areas additional technicalassistance amounting to 62 man-years of specialist services and 56.5 man-yearsof fellowships would be provided under the project.

2. The total cost of assistance to be provided under the projectamounts to US$2.17 million for specialist services and US$0.40 million forfellowship training overseas plus contingencies; the implementation periodwould be about six years (Annex 20).

3. Technical assistance to be provided under the project would consistof the following specialists and fellows (numbers in parenthesis show man-years):

A. Specialist Services (62)

'i) Educational Planning, Management, Curricula Reform andTextbook Production (7): specialists in data processing(1); vocational education (1); school and facilitydesign (1.5); textbook production (1.5); and curriculadevelopment and evaluation in the field of social studies (2);

(ii) Agricultural Colleges (40):

For CLSU: one specialist in agricultural education(Chief of Party) (4); specialists in institutionalplanning and management (2); agricultural businessmanagement (4); agricultural engineering andirrigation (2); food processing (2); farm machinery(2); vocational agriculture (2); seed technology(2); extension and use of audio-visual aids (2);and animal nutrition (2);

For CMU: specialists in farm mechanization (3);agricultural research planning (2); agriculturalextension planning (2); forestry college adminis-tration (2); forestry resource management (2);forest conservation and reforestation (2); andelectronics (3);

ANNEX 6Page 2

(iii) Technical Institutes (13): One technical teachertraining specialist, (Chief of Party) (4); specialistsin mechanical and electrical engineering (3); civilengineering (3); mathematics and science (3);

(iv) Project Implementation (2): A procurement specialist(2).

B. Fellowships for Overseas Studies (56.5)

(i) Educational Management and Research (8): Fellowshipsfor PhD studies in educational research (3) and theeconomics of education (3); one fellowship in schoolplanning and design (2);

(ii) Agricultural Colleges (40.5):

For CLSU (26): Fellowships for PhD studies in agriculturalbusiness and farm management (3); agricultural engineeringand irrigation (3); plant pathology (3); and crop production(3); and fellowships in food processing (2); plant pathology(2); entomology (2); agricultural business and farm management(2); crop production (2); agricultural engineering (2); andsoils (2);

For CMU (14.5): Two fellowships for PhD studies in agriculturalbusiness management (6); and one fellowship in each of thefollowing: wood science (2); wood technology (2); agriculturalengineering (3); college administration (0.5); feed milloperations (0.5); and food processing (0.5);

(iii) Technical Institutes (8): Two fellowships each for sixmonths, in the following subjects: teacher training (1);mechanical engineering (1); electrical engineering (1);electronics (1); automotive technology (1); industrialchemistry (1); airconditioning (1); and civil constructiontechnology (1).

Technical Assistance to be provided under the Project:

4. The Office of Planning Service (OPS) in the Department of Educationand Culture would be provided with technical assistance from UNDP (seepara. 10 below). In addition, the project would provide specialists in thefields of data processing, vocational education and school design and also forthe carrying out of a pre-investment study to draw up a textbook developmentprogram which might lead to further Bank Group investment at a later date.The specialists would work with specialists to be provided under the UNDPprogram and would contribute to a strengthening of educational planning,management and research. The project would also include overseas fellowshipsto prepare staff members of the OPS to take over certain of the functions ofthe experts. The textbook production specialist would assist Philippinestaff in analyzing textbooks and instructional materials now being used in

ANNEX 6Page 3

the Philippines, identifying areas in which new books and materials arerequired, conferring with subject matter specialists in the Department ofEducation and Culture, the universities and schools, to determine needs andto hold seminars for potential authors of textbooks. He would prepare, withthe assistance of Philippine colleagues, a textbook development plan andmake recommendations on appropriate means of production, distribution andfinancing.

5. The Education Department Center included in the project would beprovided with technical assistance from UNDP for its science and mathematicscurricula studies (para. 11 below) and, under the project, for its socialstudies curricula development and evaluation. The functions of the Centerare described in Annex 10.

6. The specialists for CLSU and CMU would be needed to fill gapsin the existing faculty structure of the universities or provide staff totake the place of Philippine staff members selected for fellowship traininglocally or overseas. The institutional planner at CLSU, who would beappointed as soon after the signing of the Credit Agreement as possible,would be responsible for assisting the faculty and consulting architectsin drawing up a campus master plan and also long term development plans.The other specialists at the two universities would undertake advisory,teaching and research functions. The fellowship awards would be providedfor members of staff to strengthen their academic background and preparethem for teaching and research posts on their return.

7. The four specialists for the technical institutes would each serveall three institutions under the project. They would (a) assist the staffto develop appropriate curricula for technician training geared to theneeds of Philippine industry, and (b) give advice on the use of modernequipment and audio-visual aids in technician training. The Chief of Partywould be responsible for the teacher training in general, covering bothtechnical and academic subjects and give advice on questions of methodologyand pedagogy. The fellowship awards would be provided for outstandingmembers of staff to strengthen their technical background in specific fields.

8. The procurement specialist would be a member of the project unit.He would be responsible for setting up a bid system and controls, wouldtrain counterparts and assist with the preparation and evaluation oflists of furniture, material, supplies and equipment, specifications andbids.

9. Details of the implementation program were discussed and agreedupon during negotiations. The proposed time schedule is shown in Annex 20.

Technical Assistance to be Provided Through the UNDP Country Program:Office of Planning Service and Curriculum Coordinating Unit

10. The UNDP Country Program includes provision for 5 man-years oftechnical assistance as follows: educational planning (2.5); generaleducation (1) and educational research (1.5). These specialists wouldassist in the operation of the Office of Planning Service in the Department

ANNEX 6Page 4

of Education and would work in close liaison with Philippine staff membersand the technical assistance specialists being provided under the project(para. 4). The educational planner would have specific responsibility forbringing about closer coordination of curriculum development utilizing thefacilities to be provided under the project in the Curriculum CoordinatingUnit.

Education Development Center

11. The UNDP Country Program contains approximately 3 man-yearsof specialist services and 0.25 man-years of fellowships for the ScienceEducation Center of the University of the Philippines which w'ld becomean integral part of the Education Development Center included in the project.This technical assistance would be combined with that provided fir socialstudies under the project (para. 5).

Regional Manpower Training Centers

12. The UNDP Country Program includes provision for approximately23 man-years of specialist services as follows: A project manager (Chiefof Party) (3.5); specialists in apprenticeship and vocational trainingstandards (3); in-plant training (2.5); instructor training and teachingtechniques (2.5); machine shop work (2.5); industrial electricity/electronics(2.5); automotive engineering (2.5); metal fabrication (2); agriculturaland construction equipment (2). The Country Program also includes 6 man-yearsof fellowships in the following fields: machine shop work (1/3); metalfabrication (1/3); agricultural and construction equipment (1/3); administra-tion (1/3); training aids (1/3); standards and testing (1/3); plus fourfellowships in government, employer and labor relations (4). The specialistswould serve all 10 centers included in the project. They would continue theadvice and assistance provided under phase 1 of the UNDP project. Theproject manager would supervise and coordinate the work of the specialists.The specialists would assist in the organization of the centers and thesetting up of training programs and would take part in the training of staff.The fellowship awards would be provided for outstanding instructor traineesof the National Manpower Skills Center in Taguig in order to expand theirexperience in specific fields. These instructors would then take over whenthe technical assistance specialists terminated their services.

Technical Institutes

13. The UNDP Country Program includes an initial allocation of sixman-months of specialist services and the Government may request an extensionof this program. Pending assurances that additional UNDP assistance will beforthcoming, the proposed project includes 13 man-years of expert servicesand 8 man-years of fellowships as outlined in paras. 3 and 7 above.

ANNEX 7

AGENCIES INVOLVED IN RESEARCH AND/OR DEVELOPMENTOF EDUCATIONAL MATERIALS

1. Science Education Center, University of the Philippines;

2. Social Science Center in the Bureau of Public Schools;

3. Regional Science Teaching Centers;

4. Laboratories or model secondary schools in colleges and universities;

5. Ford Foundation supported Language Study Center at PhilippinesNormal College;

6. National Historical Commission (Regional Seminars on History);

7. National Language Institute;

8. Research by professors in colleges and universities (such as thestudies published in the Education Quarterly, College of Education,University of the Philippines);

9. Evaluations and studies of Department of Education personnel;

10. Research in agricultural education.

ANNEX 8Page 1

FUNCTIONS OF THE OFFICE OF PLANNING SERVICEAND THE CURRICULUM COORDINATING UNIT

A. The Office of Planning Service

1. Prepare for the Board of National Education long and short range plansand programs for education and determine priorities between them;

2. Design strategies for implementation of approved plans;

3. Coordinate the work of Government and other agencies engaged inphysical planning of school buildings and facilities;

4. Formulate indicators of educational objectives for each level andfor the whole system, and conduct periodic assessments of performancebased on such indicators;

5. Propose a general framework for and priorities in educational research;coordinate with existing research agencies; serve as a clearing housefor educational data; establish permanent data recording proceduresand methods of dissemination of information to interested bodies;undertake research in areas not covered by existing agencies; providetechnical assistance to institutions conducting educational research;

6. Prepare development projects in education and coordinate with otheragencies engaged in such projects;

7. Undertake the management of education projects where appropriate;

8. Provide professional and technical services to the Board of NationalEducation.

B. The Curriculum Coordinating Unit

1. Identify existing activities in curricula research;

2. Effect coordination between all the agencies engaged in curricularesearch;

3. Organize inter-agency conferences;

4. Identify areas of deficiency;

5. Conduct curricula research in areas where no otheragency is engaged;

ANNEX 8Page 2

6. Carry out a pre-investment study to draw up a textbook developmentprogram to include reco-mendations on production, distributionand financing; analyze existing textbooks and instructionalmaterials; determine, in consultation with subject matterspecialists in the proposed Education Development Center, theDepartment of Education and Culture, the universities and schools,the need for new textbooks and their required content.

ANNEX 9Page 1

THE EDWUCATION DEVELOPMENT COUNCILAND THE SCIENCE AND SOCIAL STUDIES EDUCATION CENTERS

It is proposed to establish an Education Development Council tocoordinate the operation of the University of the Philippines Science Educa-tion Center (UPSEC) and the Social Studies Education Center (SSEC). Theproject would provide an Education Development Center including joint physicalfacilities for the use of the t',o existing centers.

The center would: (i) prepare materials, including books andteaching manuals and develop prototype equipment for science and socialstudies teaching; (ii) organize testing of the effectiveness of the materialsin schools; (iii) train instructors for Regional Science Teaching Centersand teacher training colleges at the rate of approximately 100 every 18months; (iv) conduct a minimum of 20 in-service programs a year in scienceand similar programs in social studies for elementary and secondary teachers;these teachers would subsequently conduct conferences and seminars for otherteachers in the areas from which they come, thus providing a multiplier ef-fect for up to 7,000 teachers per annum; (v) assist the School of Educationof the University of the Philippines with its pre-service teacher coursesand other courses in science and social studies; and (vi) maintain liaisonthrough the Curriculum Coordinating Unit with other agencies engaged incurricula research.

Courses would be of varying length and organized on an ad hocbasis so as to make maximum use of facilities; during normal working hoursthe facilities would be used for pre-service courses and in the evenings,weekends and summer vacations for in-service training of at least 500teachers per year.

A Memorandum of Understanding has been drawn up between the Bureauof Public Schools, and the University of the Philippines to cover the estab-lishment of the Education Development Council, the sharing of the new physi-cal facilities to be provided under the project and to provide for the con-tinuation of an earlier Memorandum covering training for supervisors,curriculum writers and teachers of social studies.

The Education Development Council would consist of single repre-sentatives from UPSEC, the SSEC, the Language Study Center and other agenciesengaged in curricula studies and material preparation which might operateunder the auspices of the Council at a later date. The UPSEC and SSEC repre-sentatives would act as chairmen of the Council for one year on a rotatingbasis, with the UPSEC representative assuming the chairmanship in the firstyear.

ANNEX 9Page 2

The objectives of the Council would be to coordinate the policiesof the various agencies, arrange for joint use of physical facilities andsharing of staff, and to maintain liaison with other agencies engaged incurricula studies and material preparation.

It is envisaged that as the physical facilities expand in thefuture, additional centers would be accommodated in the combined center.

ANNEX 1 0

PILOT BARRIO (VILLAGE) DEVELOPMENT SCHOOLS

The first of these schools was established at Masaya and operatesunder the close supervision and guidance of the University of the PhilippinesCollege of Agriculture at Los Banos.

It is intended to establish additional schools in villages adjacentto Munoz and Musuan, to be organized and supervised by CLSU and CMU,respectively.

The enrollment in each school would be 100. The pupils would spendhalf their time working at home; those in school would be accommodated in2 classrooms. The project would include 2 teachers' offices and a smallworkshop and store. Teachers would be provided with motorcycles to enablethem to supervise projects at the pupils' own homes; a small pick-up truckwould be provided for each school.

A major feature of the project would be the provision of tools,equipment, and materials with which students would establish supervisedfarming programs at their homes. These supplies would be considered as "onloan" to the students and would be repaid in either cash or kind at the timeof marketing of produce. Each student would be required to maintain carefulrecords.

Courses would be of 4 years' duration as in other high schools.The curricula would consist of 50% classroom instruction - each subjectcontaining a strong agricultural bias and 50% practical work on the projects.Emphasis would be placed on arithmetic and its use in accounting and record-keeping; each student would maintain a savings account in association withthe nearest rural bank. Work on projects would commence from the first yearand additional projects would be added in each of the succeeding years.Projects would include vegetable and crop production and the husbandry ofrabbits, poultry and pigs.

Each school would require a staff of 3 teachers, 2 of whom wouldalso be responsible for supervising the projects at the pupils' homes.Technical assistance would be provided by the staff of UPCA.

ANNEX 11Page 1

PROPOSED RADIO STATIONSAT THE UNIVERSITY OF THE PHILIPPINES COLLEGE OF AGRICULTURE (UPCA)

AND CENTRAL MINDANAO UNIVERSITY (CMU)

TECHNICAL DATA

Broadcasting in the Philippines

Broadcasting is operated by both government and private enter-prise. There are some 300 radio stations. The Secretary of Public Worksand Communications supervises broadcasting through a regulatory body, theRadio Control Office (RCO). Broadcasting rights are granted by franchiseby the Congress. Once a franchise is approved, the RCO allocates afrequency, licenses the station and arranges for inspections. All non-government stations pay an annual fee. No fees are imposed on receivers.

Areas to be Covered

DZLB (the radio station operated by UPCA) has at present a 250watt transmitter, which enables it to cover the province of Laguna andportions of the neighboring provinces of Rizal, Batangas and Cavite. Pos-session of the more powerful transmitter to be provided under the projectwould enable the station to effectively cover a substantial part of theSouthern Tagalog region, including the provinces of Laguna, Batangas, Rizaland Cavite and also 3/4 of Bulacan, 1/2 of Quezon, Marinduque, Mindoro andBataan, and 114 of Zambales.

The station proposed for CMU would cover the provinces of Bukid-non, Upper and Southern Agusan, Misamis Oriental, Davao del Norte, Davaodel Sur, Nothern Cotabato and Lanao, with an estimated number of transistorradios totalling 71,000.

Broadcasting Time

At present DZLB broadcasts for 49 hours per week, 31 hours devotedto information and education programs, including 17 hours produced in co-operation with other institutions and agencies concerned with rural develop-ment. Under the proposed project the hours of operation would be increasedto 84 per week.

The CMU station would broadcast for 16 hours per day.

Languages

DZLB: English and Filipino.

CMU: English, Filipino and Cebuano.

ANNEX 1 1Page 2

Radius of Proposed Transmission

DZLB: 150 miles.

CMU: 350 miles.

Proposed Project Content

DZLB: 5.0 kw transmitter, studio equipment and accessories;1 mobile broadcasting unit.

CMU: 5.0 kw transmitter, studio, tape-record library, controlroom, offices, studio equipment, antenna and groundingsystem, and mobile broadcasting unit.

j-LThTPPYIS - DATA 01'! TECHNXICAL INSTITUTES

Location Manila Bacolod Ilivan 7otal

C.pacity i.e., Student places 600 . 40o 4O0 i,hco

Fnrollments (2 shifts) 1,200 8i00 800 2,800

^nnual output 360 240 240 84(

Type of coursps offered Electrical Electrical ^1ect.ricalElectronics Electronics ElectronicsMechnical Mechanical and MechanicalAutmotive Aut,omotive Automotive andCivil Construction Technology Civil Construct-and Chemical ion TechnoloayTechnolo__r

Distribution of Time in Each Course (hours per week)- __ ~

Irste_ Year Secand YaaI Thi rd. _

Worksh. Wo rksh.'en. Tech. and/or Gen. Tech. and/or rTen. Tech. and/or

-subjS. SubJs. Lab. Total Subjs. Suoj*. Lab. Total Subjs. Subjs. Lab Total

T 4, rricai 10 11 11 32 10 11 11 32 8 11 13 32

P1ect.ronins 10 13 9 32 10 11 11 32 8 10 14 32

'; echaniira 1 10 13 9 32 10 13 9 32 8 11 13 32

AuLtomotive 1l 10 12 32 10 10 12 32 8 8 16 32

;-,1vil 'onstruction 10 C% 32 1 12 10 32 8 16 8 32

Thenist.nv 10 i1 1] 32 10 12 13 32 8 10 14 32

PHILIPPINES - DATA ON REGIONAL MANPOWER TRAINING CENTERS (RMTC's)

_ Annual Output Annual Output

LOCATION Capacity i.e. from Full-time from Evening COURSES OFFERED

1-tudent places Courses Courses

Mariveles 240 520 1,040 Basic Mechanics, Machine Shop, Industrial Electricity, Boat Building, Electronics,

Welding, Sheet Metalwork

Taguig 90 150 300 Manufacturing Processes, Advanced Machine Shop, Industrial Plumbing and

Special Welding Techniques

Talisay 120 230 460 Basic Mechanics, Machine Shop, Agricultural Mechanics, Plant Maintenance,

Diesel Engines, Welding

Iligan 120 250 500 Basic Mechanics, Machine Shop, Industrial Electricity, Diesel Engines, SheetMetalwork, Welding, Foundry

San Fernando 120 230 460 Basic Mechanics, Machine Shop, Diesel Engines, Electrical Installation, Car-

pentry, Sheet Metalwork, Welding

Marikina 90 170 340 Machine Shop, Diesel Engines, Automotives, Welding

Binan 120 230 460 Basic Mechanics, Machine Shop, Diesel Engines, Industrial Electricity, Welding,

Sheet Metalwork

Naga 90 170 340 Basic Mechanics, Machine Shop, Carpentry, Agricultural Mechanics, Welding

Cebu 120 230 460 Basic Mechanics, Machine Shop, Diesel Engines, Industrial Electricity, Welding

Davao 105 210 420 Basic Mechanics, Machine Shop, Industrial Electricity, Electrical Installation,Sheet Metalwork, Welding

Cotal 1,215 2,390 4,780

Time Schedules

Full-time courses: 8 - 12 a.m. and I - 5 p.m. x 5 days = 40 hours per week, of which 75% is practical work.

Length of courses = 3 - 6 months.

Evening courses : 6 - 9 p.m. x 5 days = 15 hours per week, of which 75% is practical work.

Length of courses = 1-1/2 - 3 months.

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PHILIPPITES

Comrarative Indicators of Project Institutions

Gross Area AveragePer Student Utili- Building Capital Cost Per Student Place (in US,)I/

Place or zation Cost Per Construc-Category Staff House Factcr m2 (US$) tion Furniture Equipment Total

Academic and CommunalFacilities

Technical Institute 96m 2 (11.8) 74% 70 (97) 686 135 1,135 1,955 (2,h16)

Manpow,!er Training 2(12.7Centers 15.hm2 7) 75% 7 (66) 1,11.3 130 1,559 2,802- (2,318)

Staff ilousing 15hn (130) - L6 (78) 7,218 2,200 1,150 10,568 (3,4,283)

1/ Professional fees and contingencies are not included.

2/ Utnit costs are based on the design capacity for 1,215 places; the annual output, however, wsould be 2,00

fron full-time day courses and 4,800 from evening courses.

( 3 Represent the median values for similar Bank/IDA-financed institutions (in 1970 prices).

PNILIPI'INES - SECOND EDUCATION ?ROJECT

Contingencies Allowances in USS millions)

Professional Technical Assistance

Site Develonmenit Building Furniture Equi..ent Services Experts Feilowsi,ips Sub Total

Local Foreign Local Foreign Local Foreign Local Foreign Local Foreign Local Foreign Local Foreign Local Foreign Total

Contingencies Percentages

(a) Physical 10% 10% 107. 107. Nil N-l Nil Nil 10% 107 Nil Nil Nil Nil

(b) Price 207 20% 207. 207. 127. 12% 24% 14% 207. 207. 77% 22% 277. 227.

Totat (a + b) 307, 307. 307 307. 127 12% 247. 147 30. 307. 27% 227 277. 227. 20.27.

Total Project CoqtBefore Contingencies 0.34 0.23 2.36 1.57 0.35 0.22 0.33 6.27 0.29 0.07 O.43 1.7l u.Ui, U.3t 4.14 10.W40 1.4.0O

Contingencies Asounts

(a) Ph.sicsl 0.03 0.02 0.24 0.16 Nil Nil Ni. Nil 0.03 0.01 Nil Ni-l Nil Nil 0.30 0.19 0.49

(b) Price 0.07 0.05 0.47 0.31 0.04 0.03 0.03 0.88 0.06 0.01 u.1l u.it O.O1 0.07 O.t4 .I.7> S.59

Sub-Total ofContingencies 0.10 1.07 0.71 0.47 0.04 0.03 0.03 0.88 0.09 0.02 0.12 0.30 0.01 0.09 1.14 1.Yu 3.00

Tntal Project CostIncluding Contingencics 0.44 0.30 3.07 2.04 0.39 0.25 0.41 7.15 0.38 0.09 U.>)> Z.1 (.O5 .. 40, >.i40 i7.00

I" H I PP I LI' 11 LDt II 1~~~~~~~~~~~~~~~~~~~~~ANIE 1

Or ffec:tive Dfate- U-

Organizatio oS Protict In

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CoosrotiocPer-iod .,

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Coos ru_rtion Periodte O on 00

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Sp-clslists 4 4 4 4 2 2 1 1 1 1 t 1 F.,lo- shtps 3 3 3 3 3 3 3 3 2 2 2 2

Agric.lt-lro Co11iese

SpeCisli,t: I I I I 2 6 6 13 16 16 16 16 16 13 13 6 4 4 4 4 1Frilo-ohips 10 19 I6I1 6 16 16 iI I 16 i 7 5 5

ITechnical Instjtote-

spcial-t: I I I 1 4 4 4 4 ~ ~~ ~~ ~~ ~~~~~~~~~~~~4 4 4 4 4 4 4 4F.per ipise 8 114 8 H

Project I.plentto

Phas I Protect Phas 11 P-oect, TE C HN IC AL AS SI S IA NC Eco-t-ti- F-rit-ur & Fttrsit-r 4 FpcIlstlPloseships

Coostroctiott Egttcpeett C-ct-ut ion Enuipoont

1 01 1. 01 H ~02II 1. 1 dctoa angtetCtcrl Anccotoal oleg C-nt d) EdctictHaaeter Cornicni Agricl-t-Ia

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9.01119,12 9 it t9 It 7 ttL1 /6 Voctina Fd'-t,- t Agrtri-lcc-I EcteralorPang Ec-coics of Ed.ccato Wood Scianne10.01/10 10 10 01 10 if H Il 'ti -ISIo

1ad Caiiitrtt£rsr'College Adnir Itration School Planning A llesigc Wood Tech-rlogy

OrthoProdit ton Forestry Re....rce M-nngeenet Agricolt-ral COllgSt. College AdinistrationSocial Studis, Circecit a flvcltp- Forest C-nernati-n & geforestation Agricoltoral RosIne,s Feed HillI Operarions

-en actd E-lt-uOt ElectronIs MIaage-ten Technical Inaccteet

Agrtcultral C.11cg-r ettica Inst tItites Agricoltoral Engireericg & Teacher Training

Accic-lt-a idtcati-n. Cul- m Trch-cal T-arte Training. Chief Irrigationk M.4er.ic.1 Engineeri.gP-rtt ol p-ny Food Processing Electrical Engineering

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ANNEX 19

PHILIPPINES II - ESTIMATED SCHEDULE OF DISBURSEMENTS

(in US$ millions)

Accumulated UndisbursedQuarter* Disbursements Disbursements Balance

Amounts % Amounts % Amounts

1 - 100.0 12.702 - - - - 100.0 12.70

3 0.1 0.01 0.1 0.01 99.9 12.694 0.3 0.03 0.3 0.04 99.7 12.66

5 0.3 0.03 0.6 0.07 99.4 12.636 0.7 0.07 1.1 0.14 98.9 12.567 0.7 0.08 1.8 0.22 98.2 12.488 2.1 0.26 3.9 0.48 96.1 12.22

9 6.1 0.78 9.9 1.26 91.1 11.4410 7.7 0.98 17.6 2.24 82.4 10.4611 8.7 1.11 26.3 3.35 73.6 9.3512 17.2 2.18 43.5 5.53 56.5 7.17

13 17.4 2.22 61.0 7.75 39.0 4.9514 15.1 1.93 76.2 9.68 23.8 3.0215 13.6 1.73 92.0 11.41 8.0 1.2916 3.5 0.45 93.4 11.86 6.6 0.84

17 2.3 0.28 95.6 12.14 4.4 0.5618 1.6 0.20 97.1 12.34 2.9 0.3619 1.6 0.20 98.7 12.54 1.3 0.1620 0.3 0.06 99.2 12.60 0.8 0.10

21 0.3 0.06 99.7 12.66 0.3 0.0422 0.2 0.02 99.8 12.68 0.2 0.0223 0.1 0.01 99.9 12.69 0.1 0.0124 0.1 0.01 100.0 12.70 0.0 0.00

* Beginning from effective date.

PHILIPPINES

STRUCTURE OF THE FORMAL SYSTEM OF EDUCATION

AGE 7 8 |9 10 | 11 |12 | 1 13 | 1411516 !|201 21 122 | 23 2

I I ' i ' ' I | ' ' ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~I I I

I I I 1 S i I , 4 j

GRADE 7 -' i Year YearrYear 'Year ' Year Year Year Year'

I I r I : t I~~~~~~~~~~~~~~~~~~~ i I I I i I

I I : I II I ' I I i ' t I ' I I I I

PRE- J LEVEL ELEMENTARY ELEMENTARY L SECONDARY TERTIARY GRADUATE

PRIMARY INTER-

I I MEDIATE AGRICULTURE

COMMERCE .I Li l GENERAL

I l l l HIGH SCHOOLS TEACHER

NATURE BARRIO ~I IEDUCATIONNATURE I I I BARRIO LIBERAL ARTS

OF I HIGH SCHOOLS _

PROGRAM_ PROGRAM I l VOCATIONAL ENGINEERING

| I I INSTITUTIONS

Pilot BarrioLAPi Develotpmerrio A.B. PROGRAM LAW PROPER

Schools MEDICINE

I I I I Schools o' Arts TI I I l & Trades, T

| I~ l lAgricultural High PRQGRAM

I I t [ Schools TECHNICIANFisheries High TRAINING

Included in the project World Bank-6438(3R)

PHILIPPINES

EDUCATIONAL PYRAMID 1970ENROLLMENT IN PUBLIC AND PRIVATE SCHOOLS

Percent of age

Level Grades Total group in school

HIGHER

14 58,977 83,963

13 65348 93,022732,850 24

12 79,219 112,781

11 98,834 140,706

SECONDARY

10 156,84 4 167,817

9 198,865 202,315

1,892.850 54

8 257,041 ' 254,789

7 334,4691 320,711

ELEMENTARY

6 422,664 435,386

5 471,139 465.891

4 565,319 541,631

7,075,590 1141

3 624,861 580,039

2 698,174 ' 643,436

1 852,777 7 782,943

PRE-ELEMENTARY

NURSERY 12,065 10,793

Male Female 48,418 2.112

KINDERGARTEN 13,490 12,070

I I ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~C)

1000 500 0 500 1000(In Thousands)

1E.rollfent includas OvroWaed pupils

2peroent of .stimat.d number of five rnd six year old.

VVorld Bank-64401(3R)

O ul a __ rw i 2 a l 2:|

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Z C;l=L2z : ;

_ ; 0 ' ; i - , 3 S W5t 8 , ( A.

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