Document of

The Wor'ld Bank

FOR OFFICIAL USE ONLY

Report No. 11566- SOL

STAF APPRAISAL REPORT

SOLOMO ISLANDS

THIRD EDUCATION AND TRAINING PROJECT

APRIL 26, 1993

,,. . - '_' !; ,, 14 ; 0 i {T ".1;

* - rT 11 T, -'A.L

Population and lumm Resources Operations DivisionCountry Department IIIEast Asia and Pacific Region

This document has a restricted disibuton and may be used by reipients only in the perfonnance oftheir officil duties. Its contents may not oewise be disdosed witot Wordd Bank authoizaon.

Pub

lic D

iscl

osur

e A

utho

rized

Pub

lic D

iscl

osur

e A

utho

rized

Pub

lic D

iscl

osur

e A

utho

rized

Pub

lic D

iscl

osur

e A

utho

rized

Pub

lic D

iscl

osur

e A

utho

rized

Pub

lic D

iscl

osur

e A

utho

rized

Pub

lic D

iscl

osur

e A

utho

rized

Pub

lic D

iscl

osur

e A

utho

rized

CURRENCY EQUIVALENTS(as of March 1993)

Currency Unit = Solomon Islands Dollars (SBD)

US$1.00 = SBD2.930SBD 1 Million = US$335,570

FISCAL YEAR

January 1 - December 31

PRINCIPAL ABBREVIATIONS AND ACRONYMS USED

AHC - Area Health CenterAIDAB - Australian International Development Assstance BureauAIDS - Acquired Immune Deficiency Syndrome (HIV)CDC - Currimulum Development CenterDPH - Department of Public HealthEEC - European Economic CommunityGSO - Government Supply OfficeICB - International Competitive BiddingIDA - International Development Agency (World Bank)IMR - Infant Mortality RateIPU - Implementation and Planning Unit (within MEHRD)iSS - Junior Secondary SchoolLCB - Local Competitive BiddingMEHRD - Ministry of Education and Human Resources DevelopmentMHMS - Mtinistry of Health and Medical ServicesMOFEP - Ministry of Finance and Economic PlanningMPG - Ministry of Provincial GovernmentMTWU - Ministry of Transport, Works and UtilitiesNZ - New ZealandNSS - National Secondary SchoolODA/UK - Overseas Development Agency - United KingdomPCR - Project Completion ReportPDTWU - Provincial Dept. of Transport, Works and UtilitiesPEO - Principal Education OfficerPSS - Provincial Secondary SchoolRHC - Rural Health ClinicSDO - Staff Development OfficerSICHE - Solomon Islands College of Higher EducationSIG - Solomon Islands GovernmentSOE - Statement of ExpenditureSPBEA - South Pacific Board of Examination and AssessmentSS - Secondary SchoolSSS - Senior Secondary SchoolSTD - Sexually Transmitted DiseaseTA - Technical AssistanceTORs - Terms of ReferenceUNESCO - United Nations Educational Scientific and Cultural Org.USP - University of the South PacificWHO - World Health Organization

SOLOMON ISLANDS FOR OFFICILL USE ONLY

TH[RD EDUCATION AND TRAINING PROJECT

CREDIT Am PtoC SummRY

Borrower: Solomon Islands

Amount: SDR 12.2 million (US$16.9 million eqvalent)

Terms: Standard DA, with 40 years maurity

ProjectDescription: The project would: (a) expand access to secondary education by about

40 percent while increasing female participation to 45 percent;(b) introduce lower-cost day secondary school education at the villagelevel; (c) improve the quality of primary and secondary educationthrough teaher upgrading and in-service training, curriculum inputsand increased availability of educational materials; (d) enhance theefficiency and management of the educational system; (e) expand thesv'ply of nurses and midwives; (I) strengthen budgeting and financingv. nning to promote the rationalization of the education sector; andg) underak the emergency rehabiittion or reconstruction of

education facilities damaged or destroyed by Cyclone Nina InJanmary 1993.

To aieve the above, the project wouwld support (a) construction ofadditional academic and fmale boarding facllities and supply ofequipment at eight provincial secondary schools; (b) extension offaciiti and supply of equipment at five village primary schools, topilot lower cost day junior secondary schools; (c) assistance to theSolomon Islands College of Highe Education to upgrade about 60junior secondary tachers in priority subjects to teach at the seniorsecondary level; (d) provision of textbooks and educational materialsfor primary and scndary education by reprinting existing educationmateris and printng and distriting revised/adapted matersdeveloped by the project; (e) in-service traiing programs for primarytachers in the use of the updated curriculum materials; (f) provisionof training assistance for: () all levels of Ministry of Educvation andHuman Resources Development and provincial staff in budgeig,computing and management/planning skills; (1i) school principals; and(iI) national/provincial conferences to improve staff pedagogical andmanagement skills; (g) provision of technical assistance for curriculumdevelopment and project management activies; (h) support forplanning and asessment studies; (i) contuction of additional facilitesand equipm for nurses and midwifery programs; and 0)

This document has a rmsticted distribution and may be used by recipients only in the performanceof their ofAcl dutis Its contents may not otherwise be disclosed without World Bank authoriation.

- ii -

rehabilitation or reconstruction of classrooms and staff houses damagedor destroyed by Cyclone Nina.

Beneft: This first sector-wide project would be part of a coordinated donoreffort to address quality, access and equity issues in the sector.Secondary school expansion would increase the secondary grossenrollment ratio from less than 10 percent to about 18 percent of theage cohort while increasing female participation. The pilot villagejunior secondary day schools would contribute to: (a) reducing unitcosts, and (b) encouraging greater community participation in schoolmaintenance and operation. Increased supply of educational materials,and better-trained principals, inspectors and teachers would allcontribute to raising the quality of educational services, which in turnshould help reduce the dropout rates. Management training wouldimprove the efficiency and effectiveness of programs at the central,provincial and school levels. Nurses' training would alleviate theinmediate shortages of health personnel and ontrbute to better healthservices throughout the nation. The emergency support for schoolrehabilitation and reconstruction would replace cyclone damaged ordestroyed education facilities.

Ridks: The most serious risk is the continued weakness of administrativeprocedures for procurement, contracting of cnnsultant and civil workswithin Government especially with the inckL..on of the cyclone reliefcomponent, which could potentially strain its implementation capacity.A second key risk is the Government's difficult fiscal situation. Thiscould lead to shortages of counterpart funds during implementation andlater weaken project sustainability. Another risk is the possibility thatthe supply of volunteer teachers and project related technical assistanceby other donors, although committed, might not be forthcoming in atimely manner.

The above issues and risks were discussed during appraisal andnegotatons. The recent successful implementation of the SecondaryEducation Project of US$16.0 million equivalent (IDA and AIDAB),under already difficult economic circumstances, demonstrates that theproject will be within Government's capacity. Consultation betweencentral and provincial agencies has occurred and operationalprocedures are being drafted to facilitate implementation. The projectwill also benefit from the presence of a good number of returninggraduates. Learning from the experiences of the Secondary Project,the presence of some short-term technical assistance has beenintroduced during project processing. Implementation andsustainability prospects of the project will also be assisted by programrationalization and implementation of a financial plan which wouldassist all concerned to keep track of funding availability and needs.All project components are self-contained and can be implemenratedin spite of delays in related donor assistance.

Estimated Costs: Lg Local Foreig TotalUS$ Million

Secondary education expansion 3.0 3.8 6.8Teacher upgrading 0.1 0.2 0.3Curriculum and materials 0.7 1.8 2.5Nurses training 1.1 1.3 2.4Staff development 0.1 0.3 0.4Project management and studies 0.2 1.1 1.3Cyclone relief 0.9 1.1 2.0

Baseline Costs 6.1 9.6 15.7

Contingencies:Physical 0.4 0.7 1.1Price increase 1.4 0.6 2.0

Subtotal 1.8 1.3 3.1

Total Project Cost ll L2 1A.2 i,

nanial Plan: Loca Foreip TotadUS$ Million

Govemment 1.1 - 1.1Japan Grant 0.5 0.3 0.8IDA 6.3 10.6 16.9

Total L2 iL iL

EsAimated Disbursements:

IDA FY 1994 199S 1996 1997 1998 1999US$ Million

Annual 1.6 3.4 4.7 3.3 2.2 1.7Cumulative 1.6 5.0 9.7 13.0 15.2 16.9

Rate of Return: Not Applicable

Map: IBRD NO. 24488

La As nearly all goods and construction materials would be directly imported for theproject, taxes and duties would be negligible.

Iv -

SOLOMON ISLANDS

THID EDUCATION AND TRAING PROJECT

BASIC DATA(1992)

GeneralLand Area 28,500 knmPopulation 320,000 (1986)Populadon Density 10 persons per knmPopulation growth rate 3.4%Adult litracy 30%GNP per capita US$560 equivalentEconomically active 22,659 (1986)

% female 17%

Enrollment FemaleEducation Data Enrollment Ratio % % of total

Primary (grades 1-6) 65,838 90% (gross) 45%Junior Secondary (grades 7-9) 5,464 1Senior Secondary (ades 10-12) 1,263 1 17% 36%Post-Secondary 1,270 4% 23%

Teadher/PupilTeahing Staff No. Teachers % Untrained % Expatriate Ratio

Primary (grades 16 2,400 27% - 1:28Secondary (rade 7-12) 400 - 25% 1:17

Other DdaNure Population Ratio 1.4 per 1,000 persons

Education Expenditure (1991 actual)Total Capital and Recurrent SBD

Total Expend;ture 47.8 millionof which capital expenditures 9.0 millionof which recrent expendiures 38.8 millionRecurrent as % of total Gov't 15.1%Total as % of Total Gov't 17.9%

Share of Recumnt Education Expenditure By Level Unit Costs in SBDPrimary 34% 450Secondary 25% 1,200Post-secondary 21% 7,500

.V..

CONTENTS

Page No.

1 EDUCATION SECTOR ........................... 1A. Background ................................. 1B. Econonic Setting ............................. 1C. The Education System .......................... 2

1rimnary Education ............................ 2Secondary Education .......................... 3Curricuum Development and Supply of Educational Maters 4Tertiary Education . SFemaleParticipation mEducation . ................. 6Nurses Taining ............................. 6

D. Financing of Education .......................... 8Variable Levels of Cemral Governmt Subsidies ........ 8

igh UnkiCon ofSecondaryEducatlon .............. 9Low Level of Cost Recovery in Secondary and

Post-SecondaryEducation . .................... 9LackofEffective Finncial Management at Sdwol Level .... 9

E. Enviro nmeot aCondiderrao s . ................... 9P. Participation of Non-Govrnmental Organaons and

Odter Training .............................. 10G. Govenment Goals and Strategy in Education and

Training ....... 10H. Lessons Learned From Previous IDA Involvement in the

Sector ........ 11I. IDA and Donor Co n with SIG . ................ 12J. Rationale For DA involvement .......... .......... 13

This report is based on the findings of an appraisal mission which visked the SolomonIslands in October/November 1992 comprising Mr. Albet Ame (Sr. Education Planner- Task Manager), Ms. Sachi Takeda (Economist), Dr. Midcael Porter (Sr. MedicalSpecalist), Messrs. Bernard Mastrs (Educator, Consla), Ralph Rawlinson(Education Specialist, Conuat), Ian Morris (Economist, Consultant). PeerReviwr for this project were: Ma. Cwcia Vakvieso (Sr. Education Economist,LAIPH) and Mr. Jamil Rog (Sr. Educatr, AFSPH). Mrs. Maiane Haug,Director, EA3DR, and Ms. Himelda Martinz, Chief, EA3PH, have endorsed theproject

Page No.

2 I1ROJE DESC ION......................... 14A. Origin ofte ject .. ......................... 14B. Project Objectives ............................. 14C. Poje Setting and Descripton ..................... 15

Secondary Educadon .......................... 15Seconday Teacher Upgrang .................... 17CurriculumDevelopment ........ ............... 19

aterlals Produ ction, Pnig and Distinbuton .........dDst on. 19Nure' Traiing ............................. 20StafflDevelopment ............................ 22

D. Enmgency Cyclone Relief . ....................... 24E. Financing Plan for the Education Sector . .............. 25

Central Governmet Francing .................... 26Provinca Govermente Facing .................. 26Parental Contributons (Cost Recovery) . .............. 26Mechani for a Flow of Funds and Delivery of

Goods/Services ............................. 27

3 PROJECT COSTS, FINANCING AND IMPLEMENTATION . . 31A. Project Costs ................................. 31

Basis of Cost Estmates ......... ................ 31ContingencyAllowances ........................ 31

B. Fiancing .................................. 33Recurent Expenditures ......... ................ 34

C. Project Management and Inplementation ..... .......... 34Perfonanmce, Monitoring and Reporting ..... ......... 36Procuremnie .. ............................. 37Speci Acoount . ............................ 39Disbursements .............. ................ 39Accounts and Audits .......... ................ 40

4 PROJECrRISKS ANDBENFTS. 41Project Reated Issues and Rsks .41Benefits .41

5 AGREEMENS REACHED AND RECOMMUENDATION .... 42Gener Agreemens. .42Recommendan .42

- vi} -

Pae No.

List of Tables In Main Text

Table 3.1 Summy of Project Costs by Component ..... ......... 32Table 3.2 Summary of Project Costs by Category of Expnditure ..... 33Table 3.3 Funacing Plan .............................. 34Table 3.4 Project Expenditure by Procurement Category ...... ..... 37

ANNEXES

Annem Strucue of the Education System 1992 ............. .. 44Annex 2 Ministry of Education and Human Resources Developmene

Organization Chart ........................... 45Anex 3 Key Issues in Education and Traning ................. 46Aiex 4 Integrted Donor Support ........................ 48Annex 5 Secondary Education Policy ....................... 52Annex 6 Secondary Education Expansion Component .... ......... 54Annex 7 Teacher Education Needs: Subjects x Strategies -

Prioritiesl993-1998 .......................... 55Annex 8 SelectedProjectIndicators ........................ 56Annex 9 Structure of Mixed Mode Curriculum ................. 59Annex 10 Primary Education Materials - Production Schedule/Budget (USS) EiAnnex 11 Supply and Distribution of Educaional Materials .......... 62Annex 12 Primary Teachers In-Service Education and Training Schedule . 66Annex 13 Nurse Advisory Committee ...... ............ . 67Annex 14 SICHE Off-Cainpus - Nurse acilities ................ . 68Annex 15 Staff Development and Training .................... 69Annex 16 Summay of Overseas Fellowships, Technical Assistance, and

Project M%angement ....... ................... 70Annex 17 Fmancing Plan for Education - Formulas for D ng

Unit Recurrent Costs ...... .................... 71Annex 18 Financing Plan - Roles and ResponGibilities of Relevant

Agencies/Officials .. 76Annex 19 Financing Plan - Medium-Term Financial Plan .... ....... 79Annex 20 Project Cost- Sumnaries ...... .................. 81Annex 21 Project Expenditures by Year and Purpose ...... ........ 82Annex 22 Inplememtation Schedule and Supervision Plan .......... . 83Annex 23 Esimated Schedule of Disbursements ....... .......... 86Annex 24 Selected Documentation in the Project File .... .......... 87

MAP IBRD No. 24488

1

THE EDUCATION SECTOR

A. BACKGROUN

1.1 Improving access, quality and relevance of educadon and trainingprograms have been priority concerns for Solomon Islands Government (SIG) o,;.-r thepast decade. While much improvement has already been achieved, Solomon islandscontinues to face the challenge of coping with increasing demand for education in anenviromnent of fiscal restraint, where public resources are increasingly linited.

B. ECONOMIC SETmNG

1.2 Solomon Islands has a populaion of about 338 thousand and a per capitaGNP of US$560. Removing macroeconomic and structural imbalances has been andwill continue to be the priority concern for the governent in the short term, so thatthe economy can fully exploit its potential for rapid growth and more broad-baseddevelopment. In the medium-term, increased prvate sector activity can contribute toeffective employment creation and economic growth. Careful attention, however, willbe needed to ensure that the economic growth process is sustainable, and in this respec,the Solomon Islands" dwindling foest resources are a major concer RegionalEconomic Reports reviewing the Pacific Island Economies focusing on specific countryeconomies were prepared by IDA in December 1992 and are being reviewed by therespective countries. The reports deal with specific country economic maters.

1.3 As economic growth regains positive momentum, government spendingneeds to shift in emphasis from central government adminon, public enterprisesubsidies and local government grants to investment and operational expdltures foreducation, health care, sanitation and economic infrastuctre. Besides contibung toan ivement in *'. :andard of living, increased spending in these areas will providethe population with the skills and resources needed to diversify income sources anddeepen commercial activity. With population Increasing at about 3.4 percent per annumand only a fifth of the labor force employed In the formal secr, rapid economicgrowth is essential for improvement in incomes and living standards.

1.4 Labr Mrket Conditios. Despite the slow growth of wageemployment, with only about 1,100 new formal sector jobs provided =auy, the labormarket has been characterized by a shortage of skilled and professional labor, resultingin a continued reliance on expaiates. In 1991, a total of 698 expatriates wereemployed with heavy concentration in enghieering, medicine, law, accountancy,business management and finance. In addition, key technical professions such as nurses

- 2 -

are in short supply. More broadly, only 22 percent of the economically actrvepopulation have seondary education qualifications In coast to the Pacific counte'average of 62 ercen. Even In the public sector, only 40 percet of SIG staff havecompleted Form 4 (grade 10). Form 5 (grade 11) is Incrsngly the requiredqualification for the public service,/ and now Is the minm_m qualification requiredfor entrance to regional and Iternational specialized talning programs.2/

C. Tin EDUCATION SYST

1.5 The education system in the Solomon slands consits of: (a) onepreparatory year followed by six years of priay education, over 90 percent of whichtakes place in Goverment primary schools; (b) two streams of secondary educationwith 15 Provincial Secondary Schools (PSSs) providing three years of scondaryschooling with a vocatonal orientation and 8 Natiozal Secondary Schools (NSSs)providing five to six yars of academic secondary education;Y/ md (c) the SolomonIslands College of Hig lx Education (SICHE). The education system is maged bythe Ministry of Education and Human Resources Development (MEHRD) at the centrallevel and by provincial Minsties of Education in each province. Annex I gives thestrucmre of the education system and Annex 2 the organization of ME D.

Primany Education

1.6 Access to prmary education has been growing at about 4 percent peranum for the last six year, reaching a gross enrollment ratio of about 90 percent. In1992, about 65,838 students were emolled at tie primary level (45 percent girls).Since this ratio includes over-age students as well as repeaters, the acual proportion ofage cohorts atending primary schools is estimated to be much lower (about 75-80 percent). Further expansion to achieve universal primary education, therefore,contnues to be a medium-term goal for Solomon Islands. However, there are severalobstacles in the short-to-medium term: Fi, the rapid expanion in fte past hasalready led to serious quty problems. About 27 percent of the 2,400 primaryteachers are untained. There are serious shortages of educational mteris, and onlyabout 70 - 75 percent of the entering grade 1 cohort are complting grade 6. Second,the rapid population increA would require a com nsurae level of expansion just tomaintin the current enrollment rato. 2hird, parenta contrbudons may not besufficient for enrolling all children of school age, especially those from low incomefamiies. Fouuih, the children not enrolled are likely to be located in remote areas

1I According to tho EEC Bidzs port an inadequae number of Form S gaduawt is claimed to beOnm of the contibung factos for 40 percent job vacncy rte in SIG in 1991.

X/ Although SICHE has Form 3 entry in some vocational prOm

I,/ Of the 2,800 studentb in NSSs about 68 percent are arold in pvae insitutions (church) and32 percet i nMHD imntitutiuns. In all seondary institutions, 28 percet of enrolmhnet attendprivate PSSs and NSSs.

- 3 -

where access to primary schools is limtd. The policy priority in the short-to-mediumterm therefore needs to be placed on qualitative improvement raer than furtherexpansion. To date, Solomon Islands, with over 50 local languages and dialects, hasbeen unable to arrive at a consensus regarding the language of instruction. ExperimentsIn tecing pidgin nave been initied, but due to the large number of local dialects,combined with a lack of pidgin m rials, English remains the language of instuctionat both the primary and secondary levels. Ihe present efforts to assess options and toformulate a national language policy should be continued.

Secon0ary Educaton

1.7 Less than 25 percent of primary graduates have access to juniorsecondary schooling even with the 22 percent increase in secondary student placesprovided by the recently completed IDA project (Credit 1686-SOL). Gross enrollmentratios are very low at 20 percent and 5 percent for junior secondary (JSS) and seniorsecondary schools (SSS) respectively, due to a lack of student places. In 1992 only5,464 students were enrolled in Forms 1-3 and 1,263 in Forms 4-6. Just over30 percent of JSS graduates continue their education at grades 10 and 11, and onlyabout 140 students have access to Forn 6 (grade 12). Only four schools in the countryoffer a full secondary program to Form 6. Secondary education is divided into twoiequtable and ineffective structures with different streams: the National SecondarySchools (NSS) which provide acaciemic training for five or six years (grade 7 to 12) andthe Provincial Secondary Schools (PSS) which provide traminig for three ye. rs (grades7 to 9) with a rural vocational orientation. Overall, the Solomon Islands has one of thelowest coverage and completion rates at the secondary level in t:e world. The problemis fiurther increased by an uneven distribution of school places among the provinces.Most students attend secondary schools which are outside their own province, creatinga high transport cost (subsidized by SIG). Equity of access leaves a lot to be desiredsince half of the provinces do not have full secondary schools (grades 7-11) whilefemale participation averages only 36 percent. An expansion of secondary educationis a crtical step for reducing skill shortages and upgrading the quality of publicadministration in the long term.

1.8 Tle general standard of secondary education is low compared to mostother nations. The performance of PSSs in meeting labor market needs as well associal demand, which tends to favor academic training over vocational traning, hasbeen less than satisfactory. The NSSs are further sub-divided into government andchurch NSSs, with the preponderance of enrollments in the latter. Students attendingPSSs sit, at Form 3, a promotion examination largely skewed for NSS. As a resultmore than 90 percent of these students do not have access to senior secondaryeducation. The unification of curricula in all secondary schools, and an equitableresource allocation mechanism are urgently needed.

1.9 Nearly all of the 400 secondary teachers have received some training.A study of demand/supply for secondary te-sEhers has revealed that quantitatively, arationalized supply of exising and planed SICHE output of secondary teachers wouldbe suffcient both to replace foreign hers who consute 25 percent of all tachers,

-4-

and also to acco e the project's moderate expansion. The most Important needIs quality improvement, esecially for senior seconday teachers through providon ofan advanced Diploma to reduce the over 90 percent expaie teaer force inmathematIcs and the scienoe subjects. Solomon slands, as a result of the previous jointIDAIA1DAB secondary tachr traig support, is well placed to meet the need for theexing and proposed exnion of secondary education. Some retenton of expatriates(most of the teachers In senior secondary) while existng teachers are being upgradedin subject content wiU be required.

1.10 Because teaers' placements are controlled at the provincial levels thereare surphluses of certain subject teachers in some schools, particularly at NSSs, andserious shortages in others. More equitable distribution of teachers based on subjectspecialiations, combined with a policy to rationalize teacher contact. hours (work load)are urgently needed.

1.11 PhysiaWl Faclites. lhe condition of school buildings is generally poorand matnance is inadequae. The schools are illequipped, and have minimalfuire, textbooks and instructional materials. The quality of science facilities,especially in the PSSs, is of particula concern.

Curriculm Devdopment and Supply of Educational Materials

1.12 The curriculum for primary education, updated during the early 1980's(IDA's Primay Education Project - Credit 1212-SOL) has not been reviewed since andneeds to be updated. External jooks selected during Jbat last review, particularly formathematics and langg series lack local content and have become too costly fornational supply even at a two to one ratio (2 students per book). Many regionallydeveloped materials have become available and it is time for MED to select or adaptmore economical textbook options to facilitate sustainability.

1.13 The British ODA Group (Pacific Regional Advisors) have been examiningthese needs and will support this effort, particularly in the language area. Ohersubjects, such as Community Studies/Social Studies, Healt and Physical Educationhave recently been or are being updated (eath with WHO assistance) and for thesesubjects the issue is more the need to prhit exitg materials in order to make themavailable to teachers and stxdents.

1.14 A major supply of textbooks was undaken by the Primary Project in1988/89, but unfortunaely not all shools received the materials. In additon, it isestmated that over 50 new primary schools have been established since then and lackmaterials. To date, the supply of textbooks has depended on project and bilateafinancing and SIG/MEIHRD, lacking resources, has been unable to operate therervenisbment policy it has established. Also, even if parens collect funds and try topurchase textbooks and educational materials, the few that are available withiin thecountry are very costly. It is now esdmated that feveran 30 percent of ae studentshave all the required textbooks. During provincial/central government discussions itwas agreed that the supply of educational materials had to be Improved. It was also

- 3 -

dermined that the procurement of educational materials (xtboks and consumables),for which the central governent anually allocates SBD 15.00 (about US$5.10 in1992) per pimary student, Should be recentralized to faciliate more economical bulkprocurement necessary to ensure availabilit of maedals wihin the country. LackIngare funds to Mnitia an activity which could become self-sufficient tbrough acombination of the present governme grant remaning constt and parentalcontributions, operaed centrally. Operational procedures have now been defined andcombined with the rephnt policy which is being reformulated. Therefore, it isnow a possibility to establish a more susinable supply of educational materials in thepdmary schools while increasing cost recovery.

1.15 Similarly, MEHRD has reLied on donor support for the supply oftextbooks for secondary schools. But, since that support has been ad hoc and sporadic,fte secondary schools have been charging fees and with these funds purcasing sometextbooks. The main issue is the lack of textbooks within the county and thedifficulties of individual schools in undertking extenal purchases. There is a need toestablish a etral unit to stock bulk orders and sell them to secondary schols. Thefunds received would be used to resupply the stock. Full cost recovery is plnned toalow for a permanent stock. Again, none of the bilateral agencies has agreed tosupport the purchase of the iniial stock, and MEID requires assistance to improvethe availability of textbooks in the secondary schools. For both the primary andsecondary schools there is a need to establish a central authority to adminser thecentral bulk proauement of textbooks and educational materis.

1.16 Responsibilit for selecting and then supplying books to the schools restswith the Curriculum Development Center (CDC). The new director requires short-termconsultant assistance (3 person months) for the elaboration of programs (developmentand sly strategies). Additional assistace is required to assist the print unit at theCDC to improve its organization and response to needs. Ihe CDC prnt unit makspoor use of its staff and is only partally equipped. It also requires asnce tocomplete the supply of nesay equipment and to increae its storage facility for moreefficient and cost effective production of smal prints and test matedals (which are noteconomical to procure commercially). Assistance is needed for the implemention ofthe above CDC and educational material supply to increase availability and ensuregreater sustinability, thereby enabling MEHRD to improve the quality of educaton.

Tertiary Educaton

1.17 In an effort to rationalize the use of staff, faciLties and resources,Solomon Islands has consolidated all its post-secondary programs wthin one inshtionthe Solomon Islnds College of Higher Education (SICHE). SICHE is an aunomousintitution accountable to the Minster of Education and Human ResourcesDevelopment. SICHE is divided into seven Schools which include: School ofEducational and Culural Studies, School of Fmance and Admion, School ofMarine and Fisheries, School of Natural Resources (agriculture/forestry), School ofNursi and Health Studies, School of General Stdies and School of IndustrialDevelopment. In 1992, it enrolled 1,270 stude of which 57 percent were sponsored

-6-

by various Government Ministries. The University of the South Pacific (USP) has auniversity extension center In Honiara to support diploma, certificate and degree studiesvia distance education. In 1992, 129 full-time students studied on the main Suva USPcampus. Overseas study for post-secondary education and training generally has beenfnanced through donor assistance, with most fellowships offered in New Zealand andAustralia. In 1991, Solomon Islands had 397 students benefiting from post-secondarybilateral fellowships (20 percent female), 29 from the Australian Equity and MeritScholarship Scheme (31 percent female) and 53 from private fellowships (49 percentfemale).

Femak Participation in Education

1.18 As in many other countries, female participation decreases at higherlevels of education. About 45 percent of primary students are girls. Femaleparticipation in education has been low at secondary and tertiary levels averaging36 percent and 23 percent, respectively. At the secondary level, the current system'salmost exclusive reliance on costly boarding schools (only one day school) hasnegatively affected female participation. First, most schools have insufficient numbersof boarding facilities for girls (averaging 30 percent). Second, some parents prefer notto send their daughters to distant schools without supervision of relatives. In addition,70 percent of the students do not study in their province, thereby greatly reducing girls'opportunities (para. 1.7). Female participation in higher education is concenated inthe teacher and nurse training programs (60 percent). Increased female participationat the senior secondary level is necessary if the female share of post-secondaryfellowships i to be increased in the future. Key issues in the education system arelisted in Annac 3.

Nurses Training

1.19 SICHE is responsible for nurses training while other aspects of in-ountryhealth manpower taining remain the responsibility of the Ministry of Health andMedical Services (MHMS). The course for nurse training is of three years durationfollowed by a one year probationary period mandated by the nurse's council. Moststudents undertae their probationary year at the Central Hospital under the aegis ofMHMS. In addition to the one government nurses's training school, there is a smallnurse training program at Aloifi Hospital run by the Seventh Day Adventist Churchwhich meets the regional needs of this group's health facilities. Some of their graduates(about 8 in 1992), who follow the SICHE curriculum, enter the Solomon Islands laborforce.

1.20 The approxImaely 475 nurses currently working in Solomon Islandsprovide most of the country's health services and are the backbone of the health system.The mrse establishment in both Government and non-Government health facilties hasbeen severely constrained over the past 10-15 years and existing vacancy levels haveremained high due to severe nurse output constrains from the two nursing schools. Asa consequece of nurse supply constraints, Solomon Islands has the highest populationto nurse ratio (currently 730:1) in the Pacific. In a country with a dispersed populaon

-7-

and poor communications, the relance placed on nurse clinical and practical sills isvery high. For inace, at the Area Health Cners (AHCs) they provide obstetricalservices inclhding abnormal deliveres, undertake minor surgery, conduct oulpadentservices and generally supervise the smaler facites. Their training is of the utnostimportamce to the health and well being, particulaly of the largely rural popuion.

1.21 The health conditions with which the nurses have to contend are broadlycharacteried by a crude birth rate of 42 per 1,000 persons, a crude death rate of 10per 1000 persons, an infant moraty rate (IMR) of SO per 1,000 live births and a lifeexpectacy of 59.9years for men and 61.4 years for women (fiures based on the 1986census). These health indicators have been improving, with the IMR showing the mostdramatic Improvent (alved between 1970 and 1986). The morbidity and mortalitypatern is dominated by communicable and vector borne dieas with malari,respiratory tract diseases, diarrhoea, tuberculosis, hepatitis B, and yaws at the forefront.Sexally transmitted diseases (STD) are Increasing, but no cases of HIV positive orAIDS have been found yet. Among non-communicable diseases, there are incres intram, accidents and alcohol related problems and also in n relatedillnses. The health infonnation system is poorly developed, so data tend to be sparse.

1.22 There is a general consensus that the quality of nurse training hasimproved since its trasfer from MHMS to SICHE in 1985. MHMS is responsible forprovision of some services such as those at the main 280 bed Central Hospital whichis cuntly undergoing expansion to about 380 beds with asitance from the Republicof China. Its completion in 1996 will generate a comensurate demand for addionalnursing staff. Responsibility for the bulk of health service delivery rests with theprovincial authorites who manage the provincial hospitals and health clinics. InHoniara, the municipal authorities manage the health clinics. The churches conbteto service provision and own two of the provincial hospitals and a mber of ruralhealth clinics.

1.23 About 85 percent of the nurses are employed by the govenme healtservices, with the rmander employed by either the churches or the private sector.Their distibution by both function and location is very uneven. About 60 percent ofall goverment-employed mnuses work in hospitals and only about 30 percent work atAHCs and Rural Health Clinics (RHC). The greaest nber of nurses is found inHonara lagely due to the number working at the Cental Hospital. Outside Honiarath nurse-to-population ratios vary from 1.5 per thousand people in Temotu to 0.4 perthousnd people in Guadalcanal. In the country as a whole, the nurse-to-populationratio is 1.38 nurses per 1,000 persons. According to the EEC study and the Hind Post-Secondary Academic Plan, the unsatisfied demand for nres is high. Demand formnuses is expected to remain high given the continued reliance which will be placed ontheir skill to provide qualty health services in hospitals and pepheral facilities, thehigh populaion growth rate (about 3.4 percent per annum) and the age structure of thework force. Tbe mandatory rement age of 50 years in the public service means thatabout 40 percent of nurses will retre in the next decade. Wit about 28-31 nursesexpected to resign each year over the next decade (due to early resignation from serviceand cowpulsory reirement) it is estimated tht unless about 50 stdents enter SICHE

-8-

annmualy (output 42-45 p.a. firom 1996) the likely demand for the filling of the nursesexistg vacmcies will not be met. The needed increased nurse out would iniallyprovide for the replacement of redred nmrses and then allow for a modest Improvementof the population to mnrse ratio in the early 2000s.

D. FiNANaNG OF EDUCATION

1.24 In 1991 the Solomon Islands total capital and recurrent expendirs forthe education secr were SBD 47.5 millon. Of that amount SBD 13.6 mnllion wasdevoted to capital and SBD 34.2 million to recurren expenditures. Rerrentexpenditures for education, as a percent of total Goverment expendires is15.1 percent and as a total of total Governmnent expenditures, 19.9 percent. rIt fiscalconditions are exerting additional pressures on educational fnancing, as is evident inthe fact that government recmrent educational expendures, excluding tertiary educationfell as a percentage of total government spending from 23 percent in 1987 to about15 percent in 1991. However, it is ec that the need for further expansion andqualty improvement will require an increased level of governmnt resources foreducation. Rationalizon of educational financng has clarly become an urgent issue,not only from the viewpoint of ensuring efficiency and equity, but also in order toprotect the education sector from bearing more than its legidmate share of the costs ofadjustment. At the same time, it will be increasingly important to define the role ofpublic fmancing. Willinness of the pans to pay for education is demonstrated bythe fact that past expansion of primary education has relied upon financial contributionsfrom parents and local communities for construction and furnishing of schools and foreducaon materials.

Variable Leves of Central Government Subsidies

1.25 The cetral Government provides salaries for all the teachers in primaryand secondary education (public and private), and provides grants for schools eitherdirectly, as in the case of NSSs, or through the provincial governments in the case ofPSSs. Since provinces are responsible for the allocation of teachers, this allocation hasnot been equitable. The level of central grants available for operating costs has variedfrom province to province and from school to school, mainly becuse of: (a) a lack ofa simple formula to detmine the subsidies; (b) differentil treatment of governmentand church NSSs and PSSs; and (c) a lack of mednisms to ensure that all thesubsidies channelled throgh provincial governments are acuafy delvered to schools.In the 1992 budget, two public NSSs have received the highest support at SBD 770 perstude, excluding teacher costs, or nearly SBD 1,800, including teacher costs.4/

4I Ths public NSss colect fes that are sent back to do Trasur. 1 unit rewnut co to theGovenment has been caculat net of fe rf ve to he Govenment

-9 -

This s to be compared against the PSSs which on average received SBD 375 perstuent, excluding teacher costs, or SB1D 1,121 including teacer costs.5/

High Unit Costs of Secondary Education

1.26 The resuling average unit cost to the central Government for secondaryeducation in 1992 is high at around SBD 400 per pupil, excluding teacher costs, orSBI 1,200 per pupil, including teache costs. While such high unit costs are commonamong all Pacific Countries where boarding schools are the norm, SIG needs toconsider ways to bring about efficiency gains. hee factors contribute to high unitcosts are: (a) a low student-teacher ratio of about 17; (b) high costs associated withboarding at about four times the cost of a day student; and (c) the practice of buildingschools in isolated areas which raises maintenance and transportation costs.

Low Levels of Cost Recovery in Secondary and Post-Secondary Education

1.27 While many secondary schoolshave been raising fees in recent years, theoverall level of parental contribution continues to be low at about 35 percent of non-teacher recrrent costs for PSSs or 25 percent for NSSs. In addition, there appeWars tobe considerable scope for eancing cost recovery in SICHE. The Government needsto continue to place greater emphasis on cost recovery, in the medium to long term,especially for boarding schools and the NSSs. Pee increases need to be designed andaministered to fall largely on non-poor households.

Lac of Effective Fmal M geent at School Level

1.28 Most PSSs obtain in-kind transfers from central or provincialgovemments, and have little control over their resources. This can cause seriousproblems for record-keeping or keeping track of the remaining budgets by schools ifprices of procured items are not known to them. It is critically important to enhancegradually schools ability to manage their financial resources so that they can engage inbetter planning and effective resource allocation.fif

E. ENVIROMErrAL CONsmuxoNS

1.29 Solomon Islands commercial exploitation and a lack of knowledge ofmeasures requured to preserve the environment may have put the country's forstry andfishing resources at ri. IThere is a need to inclde, as part of the school curriculum

s/ Again PSSs collect fees hat ae sn bak to Provincil Trsurie. The unit recr cot tothe Govnmet culated her does not inclue the budgt top-ups added by dto prwvingovernments, since lat are largdy derived fim fee reveu.

{I The exceptions are NSSs, e Honiar Seconday School and a few PSSs, nce they areadyhavef (a) abiliy to estmte nured cos for mt /smvice and (b) monthy reportingfrom the line ury the do _maning bale of tho budget allocated to m

- 10-

(In Community Studies at the primary level and science related subjects at thesecondary), information which woul increase environmental awareness of the studenand their parents. MEHRD pln to include such topics as part of the curriculum.

F. PARTCATION OF NON-GOVERNMENTAL ORGANIZATIONSAND OTHER TRAiNNG

1.30 All primary schools except one are government managed while inseconday education six NSSs are managed by church groups. These NSSs receivesome grant funding/support (about 1/3 of government run NSSs) for their operation andteacher salaries. Church schools follow the govenment curriculum and observe thesame holidays and in fact are very similar in operation to the Govermnent schools.Other than short adult training programs run at some of the church schools, SIGmanages all the education and training activities in the country and could benefit fromallowing more private initiatives within established criteria. Public Service Trainingwas undl 1989 operated by the Public Service Commission but hese taiing programshave since been integrated into the School of Fmance and Administration at SICHE.Counes are adverdsed by the School and a combination of primarily Ministryponsored students and a few private students attend these courses.

G. Gov oERM T GOALS AND STtATEGY IN EDuCATON AND TRAINIG

1.31 SIG has identified the following as priority areas: (a) reducing thesecondar access bottlnec particuarly at Forms 4 and 5, and expanding the lowparticipation of females at the secondary level; (b) improving educational qual at alllvels through curricula development, distribution of educational materials, andugrading of teachers; (c) improving and expanding the SICHE training programs fornurses and midwives. These sectoral priorities have been developed through studiesand dissions conducted with assistance from odter donors and the World Banlc SIGis aware that the above are ambitious goals given their limited resources. They

eefore ntend to capitalize on the coordinated use of resources from the World Bankand bilater donors, who have agreed to an extensive coordination and complemeysport stratea following two donor conferences.

1.32 The Goverament is committed to regional equity in seeking to providefidl sndary education (Forms 1-5) in at last one institution in each province.MEID is also committed to a unified secondary education system of six yearsduraton. MEHRD recognizes that it is not possible to implement a full secondarysystem in all 23 secondary schools, but stresses the importance of expanding Forms 4aud 5 In up to eight schools as Phase 1 of this process. Therefore, only a few schoolswil offer the full six years, others will provide five years and some will offer onlyhree years. The Certificate of Secondary Education will continue to be awarded at theend of Form 5. A common curriculum encompassing both Nacademicl and 'appliedusubjects wil be introduced for Form 1-5.

-11-

1.33 Recognzing the very high recurent cost of boarding places, MERDemphasizes the inroduction of day stdents in secondary schools. As a pilot prof,,ect,MEHRD is also seeking to introduce Forms 1 to 3 for day stdent at solected primaryschools. This will not only reduce overal unit cost, but is expected to increase theparticipation rate of females. However, due to the isolated locations of most existngseCndary schools, boarding schools will contie to play an important role Insecondary education.

1.34 Ihe Governmentplans to ratnalze educational fhnncing, by Introducinga unit-cst based formula for the de of central subsidies, centaiedassignment of tachers, and mechanisms to ense efficient channelling and allocationof resources at the school level.

1.35 During 1990, the Government issued inial policy, strategy and planningstatement for education. These policies have been thoroughly discussed at the centraland provincial level, with inputs from churcs and non-governmental orIo.Multilate and bilateral donor agencies have been apprsed of these itative.Improvements in planning ad delivery of services will systmatically remedy the majorpoblems of equity, access, quality, quantty, efficienc and coordination. Criea andprocedures are evolving to improve coorditon beween the cetral and provincaoffices of education.

1.36 In additon, several national confeences vere organizd wihentives from the provincial governments and the MEHRD to discs how

naiol and provincial education services and operations could be improved. Theseeffort remilted in the drafting of an education policy handbook which wil be reviewedduring subsequent national conferences. During project preparation a financing planwas prepared to assess te actual costs of operatng the system and how these resourcescould be obtained. The implementation of the financing plan recomndations will alsobe an objective of the project.

1.37 There has been an increase of trained personnel whin M [mainlyas a result of the two IDA-financed projects (Cr. 1212-SOL and 1686-SOL) andincreased fellowships from the three main baeral donors], enabling improvedimplementation performance and facilitating crucial policy dialogue.

H LESSONS IEARNED OM PREOUS IDA INVOLVENENT IN &TM SuC¶

1.38 IDA has had two operatins In the education sector. The first projectwas the Prinary Education Project (Credit 1212-SOL) for SDR 5.0 m5ilon wihichbecame effective on July 1, 1982 and closed on December 31, 1989. The projectincluded pport for primary scool expansion, supply of educational materias, andtacher taning. This project received about US$5.0 million of AIDAB parafinancing. The second project, the Secondary Education Project (Credit 1686-SOL) foSDR 8.0 million became effective on February 27, 1987 and closed on schedue onDecember 31, 1992. The project ported the constcto and equipping of thrae

- 12-

PSSs and junior secondary teacher training. This project also benefitted from aboutUS$8.0 million of AIDAB parallel fnacing.

1.39 The objectives of the Prmary Education Project were generally metexcept for the ince of primary tachr outu and supply of educational materialsprimriy due to the large unforeseen enrollment increases. However, there wre somemanagement problems owing to the lack of experience with IDA operations within thesector, resulting in a two year extension of the Project Closing Date. The main lessonsidentifed by the first project's completion report (PCR) were that: (a) expansion ofschool places needs to be better matched by careful planning of teacher supply inrespect to Form 5 candidates a4d required teacher training outputs; tb) recurrent costreqiments including replenisiment and maintenance policies need to be sysmaticallyreviewed with the Ministry of Pinance and Economic Plnning (MOFEP); and(c) clearer communication channels between MOFEP, provincial authorities andMEHRD need to be established at the planning and implementation stages withincreased involvement of the provinces, to increase sutainailit. As for the SecondaryEducation Project which closed on schedule Decmber 31, 1992, and was fulydisbursed, it appears that (i a combination of returning graduates (products of theprevious project) and the timely employment of identfied tedhnical assistance (TA) haveincreased MEHRD's implenaton capacity; (ii) in spite of increased implementaticapacity, inter-Ministry management and fiacial processes still rewire attenton; and(Mi) increased Bank efforts to have continuit and availability of sector edalists duringsupervision played a key role in enhancing implmentation In additon, having anannual visit overlap with other bilateral donors has greaty enhaced projectcoordination, financing and facilitated joint policy dialogue. However, a new lessonthat a national integrated strategy was needed for the education sector emerged towardsthe end of the second project. The proposed project Inorporates features to addressmost of these lessons drawn from past experience.

L IDA AND DONOR COOIRAXioN WfIm SIG

1.40 In order to clarify poliy priorities withi the sector, IDA and otherdonors jointly provided assistance to the M MD to conduct the following sbudies:(a) a national education sector survey; (b) a school mapping exercise; (c) developingSICHE academic and physical master plans; (d) an analysis of pre- and in-serviceteacher training programs; (e) a review of the status of curriculum development: (M) areview of inspectorate and education assessment activities; and (g) a trining needssurvey for the MEHRD staff.

1.41 Two Donor Round Tables were organized to bring togetherrepresentaties from the MEHRD, the Ministry of Finance and Economic Planing(MOFP), the Ministry of Provincial Affairs (MPA), SICHE, Austrlin LIteaonaDevelopment Assistance Bureau (A1DAB), New Zealand (NO, Overseas DevelopmentOffice - UK (ODAIUK), and the Bank, to discuss SIG's sector strategy and MEHRDproject proposals. SIG/MHRD determined tha a future project would address thefollowing key issues: access, quality, financing and sustanabit. k was

- 13 -

ackowledged by all parties that donor inputs all needed to be part of an integratedsectoral strategy to ensure complementa and consstency. As specified by bilateraldonors and SIG, donor grant asistance is Isted as complmntery rather than parallel.

1.42 A complementar project In secondary education funded by A1DAB willsupport (a) adaptation of the science curricum at all levels In the Solomon lands;(b) supply of science equipmet for all JSSs; (c) supply of science equipment for Forms4 and 5 in the 8 exisig secondary schools being upgraded by this IDA-funded project;and (d) support for the refurbishing of existing classroom to accommodate scienceteaching (schools not covered by the IDA-funded project). Ihe AIDAB input isestmated to be A$3.4 million (US$2.3 million equivalent). A Solomon Islands and

stralian bilateral agrement has been signed finaliing the funding for this supportIt is also anticipated that there would be support from United Kingdom (ODA/UK ) forthe revision of the primy curricdulum and associated maberials and primay teacherin-service (US$2.0 millon). I addition, New Zealand is expected to s ort a primaryteachers pre-service program introducing an alterative and more economical one-yeartraning program at SICHE (US$0.6 million). Detailed donor contributions supportingan itgrated investment program are mtined in An 4.

J. RIATONALE FR IlDA INVOLVEMENT

1.43 IDA assistance in the education sector has evolved from support forprimary school expansion to a complex project, based on a number of policy changes.Lessons learned from earlier projects have been important in the evolution of IDAstragy. A close dialogue on educatonal issues has been mntaned for over a decadewith aU of the key Government Miniies; this has placed IDA in a staegic posidonto help SIG rationalize its staffing, financing and program quality. IDA has played acatalytic role in assitg SIG/MEHRD to identify iestment priorities for the

tionalization and development of the education sector. The bilateral donors will hr)pSIG maily through technical assistance and limited equipment supply but theirresources will faU short of the needed investment level in the sector, especialy for thesecondary expansion. As a result, SIG/IMERD officials will continue to look to IDAfor financial support, and for policy advice. Ihe rationalizaon efforts proposed withinthe project will enable the SIG to expand greatly its education coverage while improvingquality, mcreasing cost recovery and lidming cost increases.

- 14-

2PROJECT DESCRIPON

A. ORGIN OF TU PROETo

2.1 Possible IDA assistance for quality improvement- and allevation of thesecondary bottleneck caue by a lack of student places has been under dissionssince 1989 when a series of Bank-funded studies were undertaken. During andfollowing a July 1991 Donor Round Table, the Bank received a formal request forassistane in the sector. A November 1991 mission, joined by rpreseives fromAIDAB, NZ and United Kigdom (ODA/UK), with Government staff, identified thepotential sectoral isses. Subsequenty, coordinated studies were conducted focusingon curricul, supply of educational materials, teacher tangt , science education,nspectorate and assessment and trni needs. In May 1992, the second Donor RoundTable and a project preparation mission reviewed the prioridtes and the potental projectspport by the Bank and other donors.

B. PROJECT OBJECiVES

Objectives and Scope

2.2 The project would:

(a) expand access to secondary schools, particularly at the senior level,while focusing on increased female paricipation;

(b) initiate lower unit-cost day schools in secondary education byestablishing in five villages, pilot schools and increase parentalparticipation;

(c) improve the quality of primary ad secondary education through teacherupgrading and in-service trainig, curriculum inputs and increasedavailbility of educational materials;

(d) improve, through training, the efficiency and management of theeducational system;

(e) expand the supply of nurses and midwives;

- 15-

(t) strengthen budgetng and fnancial planning to promote the rationalizaonof the education sector; and

(g) undertake emergency rehabilaion or reconstucdon of educatinfacilities damaged or destroyed by Cyclone Nin in January 1993.

2.3 To achieve the above obJectives the proJect would support componfor: (a) secondary education; (b) quality improvements; (c) staff developmet mdtraining including the training of nurses; (d) rationaization of the education sectorexpenditres; and (e) emergency rehabilitation or reconstucion of education facilities.

C. PROJECT SKrING AND DhSRnPON

Secondary Education

2.4 This component emerges from extensive discussions with MEHRD on teationalization and unification of the system and policy dialogue as outined in An

5. Key policy elements addressed by the project: (a) adopting a common curriculumfor all secondary schools givhig all schools equal teacher contact (work) hours andproviding science education in all secondary schools; (b) creating more equitableopportnities for fuil secondary education across provinces; (c) expandi access forgirls, particularly in senior forms through an increase in boag facilities;(d) introducing lower cost and more responsive junior secondary day shools;(e) establishing a policy that allows all secondary schools to enrol day students;() cetralizing the appointment and transfer of teachers, while increasing t ercont hours, to improve education quality and responsiveness and arrive at greatercost effectiveness; (g) establishing an actual unit cost basis for direct funding to eachsecondary school including accountability measures; and (h) increasing cost recovery

nisms through more equitable collection of fees (particularly from SIG fundedNSSs) and full payment for textbooks.

2.5 As a result of the unification of secondary schools, MED is nowadoptng new terminology to describe the various types of schools. These will be:(a) Junior Secondary Schools (JSS) for former PSS remaining wih Forms 1 to 3(grades 7 to 9) and the new day village schools also offering Forms 1 to 3;(b) Secondary Schools (SS) for schools offering Forms 1 to 5 (grades 7 to 11) or Forms1 to 6 (grades 7 to 12); and (c) Senior Secondary Schools for the future schools offernonly Forms 4-6 (grades '0 to 12).

2.6 The project component for secondary education woud provide for theexpansion and renovation of eight exisdng secondary schools (rades 7 to 11) and theconstrucdon of five new Junior secondary schools (grades 7 to 9) on prinary schoolsites. All sites have been visited, found acceptable and are listed in Mw 6. Iheproject would: (a) expand three new junior secondary schools, built by the SecondaryEducation Project, at Ruavatu, Biul'ah and Ada'ua, for the inclusion of (gades 10 and11) Forms 4 and 5 with expanded boarding faculties for girls; (b) exjand the Aligegeo

- 16-

PSS located near the town of Auld - t aom pmary lower cost day stdentsand increase female access; (c) rehablitate and minimally expadthree existing PSSsat Kamaosi, Cholseul Bay and Lesaleba for provncial equty and where largeinwpropriately served populaion catchment areas and a small number of potenial daystudents exist; and (d) expand to include Foms 4 and 5 at the day school in Honaa,the lowest cost secondary school which enrolls about 90 percent of its stdents from alover the coury.

2.7 In addition, the project would provide for lower cost secondary studentplaces 21 (Forms 1 to 3) in five pilot village schools selected out of a list of 30identified schools (based on the school mapping exercise, village requests andsatisfactory selection criteria). These schools are: Malai province - Gwaidinale (onestream); Honiara Municipal Authority - Honiara; Western Province - Gizo (twostrm); Makira Province - Santa Ama (one strem); and Guadalcanal province -Nguvia (two streams). As a condition of aedit disbwrsemnw, Jinds wll only bedisbursed for the constructon and equippig of secondary schools when IDA hasreceived satisfactory evidence for al project schools that aU lad and rights have beensecured (para 5.2).

2.8 To achieve the above secondary school expansion, the project wouldsupply supplemenary classrooms, educational facilities, workshops, sciencelaboratories, futre and equipment and, where necessary boarding places and staffhouses. Ihis effort would increase enrollments In Forms 1 to 3 by about 920 studentsand in Forms 4 to 5 by about 790 students, an increase of about 40 percent (femaleenrollment would expand from 36 percent in 1992 to about 45 percent at the end of theproject). The project schools and stream coverage are also listed in Annx 6. Theproject would increase by about 37 percent the number of students completing a fullfive years of secondary education.

2.9 ConsuctIon of additional boarding spaces will be kept to a minimum,with some 75 percent being for girls. Construction of mainly semi-permnent tchers'houses would be more economicd although in a few locations paent housing wouldbe more appropriate. Houses would be provided primarily to accommodate theadditional teachers, while in other cases to remedy shortages.

2.10 Civil works for the eight existig secondary schools will: vary fromlocation to locaion; be based on the education and archtect worksheets preparedduring appraisal; and will provide exstng schools with (a) new contuction ofspeciaized facilities (science laboratories, multi-purpose rooms) and necessaryclassrooms, dormitories and teachers' housing; and (b) renovation of salvageableexistng buildings. For each of the five primary village schools to which one or twojunior secondary stream(s) wiU be added, the following additions wiUl be made for a onestream school: one junior secondary classroom, a classroom/science room, a

71 This cost is esimated to be about oneird th cost at a boarding school md wil fai&litatepaet partcipatioa cobuy to existg secondy shos which have been built in isolatedsite.

- 17 -

mulpurpose applied craft room, ablution block and office as neded. For a two streamschool two additional classrooms would be added. Funds would be supplied for localconstuction of semi-permanent style staff houses. For all schools, deiled architecturldesigns and building site placement will be prepared by nationaly based architectsfamiliar with the climatic conditions. hese plans and descriptions would be based onthe or.nal School Facilties Inventory. The project's initial technical studies anddesigns, employing local architects/engineer following local advertisement inaccordance with IDA Guidelines will be funded by a Japanese Grant. On site detiledanalysis will be needed for all renovation work and of water supply and seweragedisposal and the Department of Public Health (DPH) would be consulted before workis undertaken. Civil works activities have been grouped regionally to facilitateimplementation and supervision and divided into two phases. The first phase wouldinclude the PSSs at Aligegeo, Honiara, Ruavatu, Ada'ua and Bullah and JSSs at Gizo,Owaidinale, Nguvia and Honiara. Phase two would include PSSs at Choiseul, Kamoasiand Luesaleba and JSSs at Santa Anna. Nurses' facilities (para. 2.24) will be part ofPhase I.

2.11 Equipment. In view of AIDAB's comment to equip a sciencelaboratories in Forms 1-3 in the existing and new junior secondary schools and forForms 4-5 in the 8 expanded secondary schools (fumded by this project, para. 1.42),this project will concentrate on providing funding for: (a) a basic stock of necessarytextbooks for resale to schools and a limited number of reference books; (b) limitednumber of hand craft tool, timber and metal supplies, and basic woodwork andmetalwork machinery; (c) outdoor 'bush' kitchen utensils, general cooking equipment,mamal sewing nmc , basic supplies; and (d) art easels, art matrials and supplies.In addition, a small financial aLocation (about US$200) has been made per classroomand (US$700) for general school adminitration equipment. Tbe list of textbooks,library and teacher reference books and equipmenlt would be prepared by a subjectspeciaist team under the coordination of the Curriculum Development Center (CDC)and Principal Education Officer (Secondary).

Secondary Teacher Upgrading

2.12 Results of the recent teacher study indicates that as a result of theSecondary Education Project, there is sufficient flexibility in the system to provide forthe proposed expansion in secondary schools without ncreasmg the annual output ofnew secondary teachers. The expansion would be effected through the furtherupgrading of national teachers to work in senior forms which, in turn, would lead toa gradual decrease in the dependence on expatriates in Forms 4 to 5 (25 percent of staffin 1992). The project would require: (a) that there be a phased increase in the nunbero- taching periods per week, from the present average of 20, to 28 to 30 per weekbased on a 40 period week (para. 1.9); (b) the implementation of a centrlizedappointment and transfer system for secondary teachers with Education Authorities -provincial governments; and (c) that MEHD and SICHE establish an annual reviewof teacher needs to improve the training response. At negotiations SIG gave assurancesthat: By October 15, 1993, and thereer by October 15 of each year, the Borrowershal cany owt an overall annal seconday teadher demnd and supply analysis atmed

. 18-

at ldentl4yng s iabject teacher needs In seconday schools and therefter, take all suchactions, satfactory to the A!ssociation, to adequately address such training needs/para 5.2 (a)J.

2.13 The phased Ince in the number of teaching periods per week from thepresent 20 (on average) will allow some tachers to upgrade their qualifications. It willbe possible, during the 1993-1998 period, to meet the project initiated growth in theteaching service (some 60 to 75 teachers), and at the same tme, reduce the number ofexpatiate teachers by some 40 to 50 posings, without any significant incre inundergraduate raining at SICRE. This will be achieved through the upgrading of some25 to 30 existing teachers to Advanced Diploma level per year, through SICHE,together with the annual award of some 5 to 10 overseas fellowships for upgrading fromdiploma to degree level. This strategy will allow the proposed expansion of thesecondary system to take place with minimal increase in the teacheas salaries budget.More dtan one-third of the current national secondary eaching service wiU be upgradedand about 50 percent of the expatriate teachers will be phased out.

2.14 The project would support SICHE's development of an AdvancedDiploma for the above secondary upgrading progran. Based on the analysis of teaherdemand and supply, the priority areas for teacher upgrading include Business Studies,English, Mathematics, Science and Social Studies (Annex 7). The upgrading programwould draw existng teachers out of the classroom for a period of about 12 months andupgrade their content knowledge in one or two subjects fiting the major and minorqualifications they already possess. Science teaching which has yet to be introducedinto the current SICHE Diploma program will be undertkn by AIDAB while theupgrading of secondary ahers beyond the diploma level will continue to beundertaken overseas using available bilateral fellowships.

2.15 To facilitate the senior secondary teacher upgrading actvities, the projectwould include the followhg: (a) short-term fellowships for the upgrading of twoSICHE teacher trainers;j/ (b) provision of technical assistance for six months for thedesign of the Advanced Diploma;2 (c) construction of staff houses at SICHE; and(d) inciemental operating costs, on a declining basis, for the in-country upgradig ofexistng secondary teachers for Forms 4 and 5.

2.16 Selected secondary education indicators listed in Anne 8 were reviewedand agreed to during negotiations and will be reviewed annually so dth MEHRD canmonitor secondary education, as part of the broader project Implementation indicators.As agreed at negotiaons, by October 15, 1994, and thereater by October 15 f eachyear, the Borrower shal wudertake annua reWiew of the agreed education Indicators/jwa. 5.1(b)].

V/ Thes needed flpwahps huae been costed in the poect but some wil hopefully be covered bybilaeral donors and freed-p fumds used for te purchase of additional ducation mterialsn

2/ Will be overed in pat by the Japs Grnt (pam. 3.5).

- 19-

Curriculum Development

2.17 The project would lntroduce the recently adopted mixed mode curriculumwith a revised structre unifying the secondary syllabus. The mixed mode curriculumand allocation of periods is included in Annex 9. The unified syllabus will also increa;sethe promotion opportnities of students attending JSS from the present 10 percent byenabling them to take the same subjects removing the past inequities in the exainationsystem which limited senior secondary opportunities.10/

2.18 Following adoption of the "mixed mode" model for the secondarysyllabes and the proposed initiatives in Science Education (hrough AIDAB), CDCwould have a central role to play in the review of syllabuses and the preparation ofassociated mateials. The project will support an experienced primary curriculumadvisor at an "associate expert" level for 36 person-months, at a total cost of aboutUS$200,000. The project would also fund: (a) short-term technical assistance toadvise on development issues relating to the mixed-mode curriculum; (b) a short-termfellowship to assist the new CDC director; (c) staff houses; and (d) provision to schoolsof a set of basic curriculum resource materials developed.

2.19 Revision of primary syllabuses and the development of stde andtacher materils would be undertaken by curriculum officers, supported by subjectpanels. ODA/UK has agreed to fund the development of primary language andcommunity studies and dte purchase and printing costs of sample/testing materials andlater national print runs based on the estimated ratio of one book for every two students(estmated at US$528,000).

Matriab Production, Printing and Distibution

2.20 The project would fund international, regional and national purchase, ofeducational materiS. It would also support printing and distnbution of thesample/testing materials for primary mathematics and science/agriculture at a 2/1 ratio.The project would also fund sample/test runs produced by the CDC press and longerruns produced by commercial printing presses (local and external) following tenderingin accordance with Association guidelines. A modest production and printing facility(capable of doing small/medium runs) is required to support the work of CDC. Largerprnting jobs, such as those required for major primary prints would be umdertakencommercially. Annex 10 oudines the education materials production schedule andbudget. As indicated above the latter will be a complementary activity supported byODAIUK and IDA.

2.21 It should be noted that consultant analysis and project preparationrevealed that a small print unit attached to CDC would be more economical and timely,for small print jobs and the production of text materials rather than relying on national

IQ/ In spite of h fct that thoy had difrent conta hours in vaious subjects or were not taughttho same subjects, th PSS studens were subjeced to an NSS type examination limiting their

to cotnu to snior seondawy educatin.

-20 -

private commercial printing contracts. Under fte Project, fte CDC print shop wouldbe maintained on the present site, with some limited physical expansion. Provision ofan integrated range of equipment (listed in worldng papers) would significantly increaseproduction and prindng capacity. The project would provide support for: (a) technicalassistance for advice on the use of equipment and the preparation of integratedproduction and printing schedules; (b) provision of supplies, to augment normal annualsupplies, over a period of five years; (c) an integrated set of eqipment to facilitate thepreparaion of syllabuses and associated materials, by curriculum officers; (d) additionalprint unit equipment to increase production capaciq; (e) refurbishing and equipping ofth exisng print unik (estimated at US$135,000); and (f) construction and equippingof a warehouse (for textbook and educational material storage), within the GovernmentSupplies Office (GSO) estimated at US$450,000.

2.22 Extensive discussion has taken place with MEHRD officers on materialsacquisiion and distribution. The following basic principles have been formulated andaccepted as the basis for project support for the initW development of a centralizedsystem for primary and secondary schools: (a) that an "education stores unit' beconstructed within the Government Supplies Office (GSO); (b) at SIG grants forprinary school supplies be directed to MEHRD for acquisition and distribution (directto schools) of supplies, based on annual requisition; (c) that secondary schools wouldhandle their own fuds and order supplies directly from GSO (or other suppliers);(d) that schools which required additional supplies and had funds available, couldpurchase stocks directly from GSO (or other suppliers); (e) that separate bank accountsrlating to supplies be established and be subject to annual audit; and (f) that provisionbe made within the system for cost recovery mechanisms to be put in place whereapplicabl. Annex 11 outlines the process for procuring and distbuting educationalmterials utlizin cost recovery approaches. By of June 30, 1994, the Borrower shalltake aU such acdons, as shaU be necessary, to adopt and, thereQter, bnkementrepknihnt and dtributdon proceduresfor educational materlaLt, satifactory to theAssociaon Assurances to this eFect was obtained during negotiations Lpara. 5.1 (c)l.

2.23 The project would fimd in-service training of primary teachers in the useof the existing and new educational materials and textbooks developed at the CDC.Anna 12 outiines the primay teachers in-service training schedule and estmated costs.For secondary teachers, the train strategies would be teacher support through subjectpanels, workshops and periodic visits to schools by curriculum officers. Theseactivities would contnhe to be largely funded through MEHRD. It is important to noteta the private schools would also benefit from the teacher upgrading, supply ofeducationa materials and management training activities of the project.

Nurses' Training

2.24 In response to a mnrse shortage identified by MHMS and EEC HealthFinancing study the project would assist SIG expand its nurse trainig capacity atSICHE. The project would undertake to increase the supply of nurses by raisingenrollment to 50 per year (current capacity 25-30), divided into two cohorts of 25, andimprove the quality of their training by increasing and strengtening the School of

- 21 -

Nursing at SICHE's Kukum campus. The content of the nurse curriculum will bereviewed and the training capacity expanded. New dormitory facilities will beconsoldated at one site, as nurses are currently housed at a distnce from teclassrooms. Placing all related facilities at one site will assist coordination, reducemanagement and associated travel costs and improve the overall efficiency of thetraining progrm and the flexibility with which the training infuctre can be utilizedas programs adjust to new demands. A lower cost and more effective transport poolto enable the students to move between the Kukum campus and the Centra Hosptalwill be established under the project which will provide for the purchase of vehicles andmaintenance and operational support on a declining basis. Classroom and laboratoryfacilities and staff houses will be provided to allow the School of Nursing to startselected diploma courses, such as midwifery. These revised programs and newfacilities will allow SICHE, in cooperation with MHMS, to run short training courses(1-2 weeks) for existg and new midwifes. Staff training and technical assistance willbe financed to further develop the School of Nursing's capacity to provide a highstandard of training. To facilitate coordination between SICHE and the Ministry ofHeat and Medical Services (MHMS) it was agreed at negodations that the Borrowerwould, by Januy 1, 1994, (a) appoint a representadvefrom the Borrower's Mnsnyof Health and Medical Services to the SICRE CowwlL and (b) create as a conmmiteeof the SICHE Council a nurse advisory committee with membeship and terms ofreference satifactory to the Assocation and to review, on an annual basis, the tradnngneeds and skls of the different categories of nurses and thereafter, adise SICHEaccordingly ara 5.1(d)). See Annex 13 for draft TORs for the Nurse AdvisorCommittee.

2.25 Existing training facilities at the Kukum Campus will be re-modelled andrefurbished and capacity increased by constructing, equipping and funishi fiveadditional classrooms, a demonstration room, staff houses, a library and acillayfaciLities. The project will re-furbish existng office accommodaton to provide for anadditional 9 staff and administrave offices for 15 people. The student body will beaccommodated at the campus through the development of dormitory facilties sufficientto house a total of about 170 students. A 15-seater bus will be provided to enable atransport pool to be established at the School of Nursing to permit the easy transfer ofstudents from the campus to clinical training facilities at the Central Hospital. Provisionis made to replace the bus in the last year of the project. Due to shift work, the schoolwill require one additional driver. An additional vehicle and a motorcycle will beacquired to facilitate field work.

2.26 A progran of further staff development for the School of Nursing Wilbe undertaken including overseas training and provision for staff to undert distanceleaning programs from overseas universities/nrsing colleges on a part tme basis.Twelve months of technical assistance will be provided to assist in curriculm review(terms of reference are included in Working Papers) and provision is made for up totwelve additional peron months to permit further technical assistance to develop newcourses as required. Agreement on terms of reference for such technical asstance willbe approved by the Bank prior to selection of consultats. Overall staff strengh at theSdhool will be increased by 6 positions and will be supported through the project on a

- 22 -

declining scale. All staff recruited to the School of Nursing and Health Scienceswithout teacher training qualifications will undertake a formal teacher training courses(tree months full-time equivalent over twelve months) as part of an overall SICHEprogram designed to ensure that all staff develop appropriate teadhing skills. Theproject will provide, on a declining basis, for operational support and the ma_itceof facilities, vehicles and equipment.

2.27 To satisfy requirements entailed in the nursing curriculum, such asconducting 15 supervised deliveries, some students will need to undertake part of theirtraining off-campus at selected provincial hospitals as thers is an insufficient case loadto permit all students to fulfill their clinical requirements at the Central Hospital. Allstudents are also required to undertake community based training which means spendingteaching blocks at rural health facilities and the neighboring communities. The projectwill support off-campus activities for fulfillment of course requirements. Ihe SICHEoff-campus sites are listed in Annex 14. By May 1, 1994, the Borrower shall, or shallcause MEHD to, fiurish to the Assocation, for Is review and comnents, proposedarrangements for the carnying ow of the off-caus nurse traing program under theProject, Including lodging arrangements therefor, and thereafter, takng Itho accountthe Associatons comments, Ilement such arrangemens. An agreeme to this effectwas received during negotations [para. 5.1 (eJ].

2.28 For additional hospital based training, it is intended to use the clinicalcapacity of Kili1'ufi and KiraKira hospitals for second and third year students.Accommodation for up to 12 students (8 on clinical atachment and 4 at Aukiclinic/outreach service) and a supervisor will be provided at Kilu'ufi hospital. AtKiraKira Hospital in Makira province, use can be made of existng accommodationfacilities. Provision is made in the recurrent budget for transportation expenses forstudents assigned to the provincial hospitals and to mral health facilities.

2.29 To improve the capacity of the School to provide community basedtraiiing in a systematic manner the project will provide accommodation at selected ruralhealth facilities in Guadalcanal and Malaita provinces (see Annex 14 for locations).The acconsmodation will vary with location and the capacity of each site to tak-e secondand third year students. In some cases there are viable alternatives to construction ofnew facilities. Construction will use semi-permanent materials. Only one site, Aola,Guadalcanal, winl be used for community atachment of first year stdents. At selectedsites, sudents will be provided with bicycles to facilitate community visits.

Stadf Development

2.30 The project would improve efficiency and management of the educationsystem and its institutions by: (a) undertakng nationally based hands-on training ofMEHRD and provincial support, middle-level and management staff (based on a surveyof all MEHRD staff); (b) supporting national (SIG/MEHRD) cost share of UNESCOrun courses for principals and South Pacific Board of Examination and Assessment(SPBEA) assessment courses which have and are being offered, on an annual basis, toall the Pacific countries; and (c) providing fimds for national/provincial conferences to

- 23 -

review and finalize the draft policy handbook and to conduct an anmual review of thefiancial plan.

2.31 lhe project would provide training for staff in MEHRD's central office,the CDC, the National LIbrary, the inspectorate and the provincial education offices,in order to improve their awareness of fteir duties and to hicrease their skills inperforming these tasks. These training needs were Identified by a training needsanalysis undertaken during the ongoing Secondary Education Project. Skill shortageswere identified in five key areas: communication, computer skills, data manipulation,management decision-making process/training and specialized group needs. Having theexpertise, SICHE is able to provide most courses in-ountry through its School ofFinance and Admistration. Training should be practical, orented toward problem-solving, desk related, modular when possible, and offered in half-day sessions to avoidundue disruption. The traimnig divided ito ftree groups: (a) in-ountry training;(b) overseas feliowships and attachmnts; and (c) technical assistance are listed inAnne 15. It was agreed at negotiations thwt by October 15, 1993, the Borrower shallfig7dsh to the Association, for Its review and comments, a proposed staff developmentaing progranfor MEHRD and the SICHE wlU commence on January 15, 1994, andthereater, taking Into account the Association's comments, np1ment such trainingprogram /para 5.1 (f).

2.32 The MEHRD has nominated a Staff Development Officer (SDO) tocoordate the staff development activites witin MEHRD. The SDO would liaise withSICHE to ensure effective design and delivery of all training activies and that costsremain within the budgetary allocations. The SDO would, in addition, assist MEHRD;smplementation and Planning Unit (IPU) keep records on all taining programs and

record the use of all fiuns. Funding for the training programs would be obined fromthe Special Account, following annual review and agreement by IDA of proposedtraining activites.

2.33 Conferences and workshops have been included under Staff Developmentsince they form an integral part of the development and training of senior staff(Annex 15). Tbree catgories have been identified: (a) an Anmual ConsukativeConference for ree to five days for MEHRD and provincial education officials for twoyears; (b) two anmal workshops on assessment conducted by SPBEA officers but withthe local participant costs being financed by the project; and (c) the conftnuation of theUN4ESCO training for primary headmasters with local participant costs being financedby te project

2.34 The project would provide local costs for the primary school principalsto participte in UNESCO teaching courses in school magement and multi-classteacing. UNESCO would supply the maris and speiali. The local costs forthese courses, are exected to be about US$70,000 (Annl 15). The courses havealready been offered in other Pacific countries with a very positive impact on the qualitof education, improved methodology and managem All 443 primary principalswould receive management training, about 100 per year (2 courses of about 50 lastngone week) over the project period. About 20 curriculum nd inspectorate officers

- 24 -

would be given a two week multi-class training session and they In turn would go to theprovinces and teach a one week course to all primary techer (about 2,000 in 1992)over the period of the project.

2.35 The same situation applies for the SPBEA which offers free instructorsand materials but do not cover the national costs. The Solomon Islands has not beenable to sufficiently improve the quality of their assessment procedures and with theunification of the secondary programs will require some assistance and trainingprograms. The project will cover courses in the opeation of examinations, assessmentand preparation of exam questions with the total costs esdmaed at US$25,000(Annex 15). This program would train key administrators, inspectors, curriculumdevelopers, provincial staff and secondary principals in assessment.

2.36 Policy Handbook. The Project would support, over a period of twoyears, Technical Assistance (TA) for the further development of the MUMRD PolicyHandbook, workshops/conferences for consultation on related policy and legislativecages, and the production (some 1000 copies) and distribution of the Handbook.

2.37 Primary School Administrative Manual. MEHRD has now drafted avery useful administrative manual for primary schools. The project would support boththe provision of editorial assistance to complete the manuscript and fte production(some 600 copies) and distribution of the Manual to all pdmary principals, provincialadministrators, inspectors and teacher trainers.

2.38 Studies. MEIHRDtunng the Secondary Education Project, successfillyundermok with consultant assistance, key sectoral studies reviewing sectoral issues.Based on that successful experience, the project will allocate about US$150,000 for theNMHRD to undertake specific sectoral studies such as review of examination andassessment procedures and standardizaon of planning data with each estimated to costabout US$35,000. Funds would also be provided for fuure project preparation.

2.39 Technical Assistance. Technical assistance would be required for:(a) project implementation including physical and educational coordination andprocurement; (b) curriculm development hrough the supply of an wassociate typeWexpert at the primary level and development and production of materials; (c) seondaryteacher upgrading; and (d) the inspectorate. Akhough bilateral grant flnacing is beingsought for most of the above, IDA financing would be reserved for the keyimplementation and procurement functions. Overseas fellowships and technicalassistance are listed in Annex 16. The project will supply 4,550 fellow days of overseasfellowships, 1,910 staff days of technical assistance for CDC material advances and1,990 staff days for project management related activities.

-25 -

D. EMERGENCY CYCLONE REu

2.40 As a result of thee Jan 1 to 3, 1993 Cyclone Nina, primary schoolfcilities In four provinces of the Solomon Islnds were seriously damaged or destoyed.SIG, havi obtained other donor support for the province of Rennell-Bellona,reqsted that IDA consider finandal 8upport for fte rehabilitation and reconsuctionof eduatio facilities (clssrooms and tacher houses) and the purchase of educationmaterial and equiment for the three remainig provlnces. SIG frnshed IDA wfiha list of the primary schools damaged or destroyed ad the estimated cost of repairingthem. SIG confirmed that all the schools, on te list are located at sites secured byeither the central or provincial governments and tha the operations of such schools i8under their control and supervision.

2.41 i was agreed to Include as part of the Credit, a special category entiledCyclone Relief" with an allocation of about US$2.0 million for rehabiliton and

reconstruction based on folowing criteria:

(a) no classroom serving wer than 15 sudents would be buik;

(b) facilties would not be duplicatd within a catchment area and would beconstucted at locations identified by the School Mapping Exercise;

(c) each school would include community and parental pardcipation for thesupply of ancillary facilities such as kitchens and sragerooms; and

(d) a suitable clasom design recorded within the Borrower's Minitry ofTnport, Works and Utilities and acceptable to the Association, wouldbe utilized.

2.42 Based on the receipt of a fina list of schools, acceptable to IDA and inaccordance with the above criteria, the project would wudtake the rehabiliation orreconstructon of classrooms and staff houses at about 60 primary schools located inGualcanal, Makr and Temotu provinces. The project wou also include theprovision of educadonal materias, textbooks, equipment and school supplies for thesedamaged schools. As conditons of disbsements, the Borrower wil submIt to ID(a) a Am of schook to be rehablitated or reconstrced, Inluin detafied costesties for cost sdhooli based on selcton crteria and consuction deiVpsattfac'y to IDA4 and 0b) evIdece hat a land and rights for all project schoolshave been secured [para. 5.21.

E. FINANCING PLAN 1FoR TE EDUCATION SECrOR

2.43 MIe project, in collaboraton with SIG officials from MEIRD, MOFEPand MPA has developed through a review of the exist practices and broad diretivesa fnning plan to addrs exing weanes of educational fiancing. [he planwould consist of principles, target and mechanisms. The goal of the financing plais to establish a rationalized financing system for primary and secondary education.

- 26 -

lhe objectives are three-fold: (a) develop a unit-cost based fonnula for centralgovernment grants/subsidies; (b) establish a workable mechanism for a flow of funds;and (c) establish a budgetary process to support such a fund flow.

2.44 Annex 1- describes the financing plan formulas for determining unitrecurrent costs per stuctent for primary and secondary education and outlined theproposed roles and responsibilities of relevant agencies witin the financial plan areoutined in Annex 18.

2.45 Princpies of Cost Sharing. The principles of cost shring among threeparties the central govermnent, the provincial governments, and the parents aredescribed below:

Central Government Financing

2.46 The policy goal would be for the central government resources to beallocated equitably to all schools, and used for key quality inputs. Since SIG fundscannot cover the actual total needs, supplementary funding will continue to be requiredfrom parents and other sources. Central government financing would continue to fundteacher salaries, which constitute about 95 percent and 65 percent of govermmentcontributions for primary and secondary education, r-spectively, and part of the schooloperatng costs. The numbers of primary teachers will continue to be determinedcenrally, but enforcement would be tightened to ensure equitable distribution andprevent the uncontrolled growth as was evident in the past few years.ll/ Postingof secondary teachers would be re-centralized and allocations made in accordance withagreed teacher subject needs and contact hours.

2.47 The central government contribution to operating cost financing for allpublic schools would be based on a single unit-cost-based formula, which would bereviewed annually to account for inflation. Explicit allowances would be made forschool size, and distance of schools, and for level of education. Central governmentfunds should be reserved, in the first instance, for operational costs directly related toessendal quality inputs, such as textbooks and educational materials for core subjects.Boarding related expenses such as subsistence and travel should be borne by parents.

Proincil Government Financing

2.48 In addition to central government resources that are transferred to schoolstrough provincial governments, some provincial govermments would be able to provideadditional rsources to schools from their own revenues other than school fees.Hower, in the short to medium term, most provinces are not expected to establish

iV To avoid past pimy staff increases which have averaged as high as 20 pcnt per annum,each provice wold have less control over teacher recrutment. Each prvice would be limitedto a fixed gowth, say 4 perent per calendar year (fixed anuwally), and would receive abudgou allocation which could not be exceeded. In additi, all appoitments would hav tobe justified and would not be automatic, allowing MEHRD and MOFEP to control the anmnul-Ay bud-

-27

sufficiently independent revenue bases enabling them to provide separate provinialsubsidies above and beyond school fees and central funds. To the extent suchcontributions occur, they should be used to lessen the share of tuition fees charged toparents.

Parental Contributions (Cost Recovery)

2.49 It is already clear that central government funds will not be sufficient tosupport the needs of primary and secondary education even without expansion. Thismeans that an increasing share of educational financing should be borne by parents.In the long term, all differences between the required expenditures and central andprovincial government grants will have to be covered through fees charged to parents.Costs related to boarding would be gradually trasferred from a prime MEHRD supportto a user fee charged to parents through a higher levels of fees for boarders toencourage attendance at lower cost day schools. The presen situation of total costrecovery for secondary textbooks through parentallstudent fees or school (through userfees) would continue.

2.50 Exemption of Fees for Students from Low-Income Fam31ies. A pilotscheme of exempting fees for students from low-income families would be initiatedcountry-wide and modelled after existing practices in some provinces. Under such ascheme, students who are unable to pay fees would submit an application forexemption, supported by a recommendation from a significant community person (e.g.chief, priest). Such exemption would be granted only to students who have beenacepted by a secondary school based on their merits. A medium-term financing planfor primary and secondary levels is included in Annex 19.

Mechanisms for a Flow of Funds and Delivery of Goods/Services

2.51 Primary Education. The central grants for primary schools should beprotected a. the provincial levels, preferably through setting up a separate accountEducation materials orders would be collected by the provinces and sent on to theMUMRD which would be responsible for bulk procurement using Government SupplyOffice (GSO), outside printers and other private sector agents.

2.52 Secondary Education. The goal is for individual secondary schools totake full responsibility in financial management of their resources with explicit auditingand reporting obligations, under supervision of their respective boards of maagementand educational authorities. Some provinces have already taken steps in this directionby establishing individual school accounts. In the short term, individual secondaryschools may not have the capacity to manage their fmances, and it would be necessaryto have technical support from the provincial treasury while fte financial responsibilityis gradually transferred. The short term reqrement would then be to establish in 1994or at the latest by 1995, school accounts for all secondary schools at the provinciallevels, into which both central grants and fees would be deposited. An importantprecedent for specialized provincial level accounts exists in health, where the centralgovernment grants are direcdy deposited into separate accours. It would be necessary

-28 -

to develop effective mechanisms with all provinces for the application of similarprinciples in establishing individual secondary school accounts.

2.53 Anotier important qualification in the principle of financial autonomyarises from efficiency considerations. It has not been efficient for individual schoolsor provinces to negotiate procurement o. essential supplies for schools. Based onprovincial request, a centralized procurement and distribution system would beestablished, similar to that of the primary school (para. 2.48). If GSO could notprovide materials, within a period of six months, or at a compedtive cost, schoolsshould have the option, following review with MEHRD officials, to use the privatesector suppliers.

2.54 MEHRD. MEHRD would be responsible for procurement of essentWsupplies such as texbooks and equipment with assistance of GSO and outside prtilngagencies or private sector. MEHRD would prep3re an order form together with a pricelist for distribution to schools. MEHRD would also be responsible for guidelines forminimum facilities standards, and lists of necessary equipment and pedagogicalmateris. MEHRD would also establish principles for ensuring financial accountabilityof schools to their respective boards of management, and educational authorities. InFY 1994, all schools already operating under autonomous agements would berequested to submit financial reports in a given format to (a) their boards ofmanagement, (b) educational authorities, and (c) MEHRD. Such financial reportswould be used as an input for revising the centl government financing formnula forbudgets starting in FY 1996. MEHRD is also responsible for providing schools withup-o-date information about what changes they should anticipate from the financingplan through the provincial education officers.

2.55 Provincial Governments. As part of the financial plan, provincialgovernments would establish separate school accounts for all PSSs no la thnmFY 1994, to which al cenral subsidies as well as al fees coUected should bedeposited. Provincial education offices would be responsible for distributing to bothprimary and secondary schools the budget sununary that identifies levels of governmentresources available to individual schools from central and provincial subsidies. Theywould also distribute and collect order forms to and from schools to be submitted to theMEHRD. The provincial treasuries may provide accountng and advisory services toschools in the short to medium term. Special training of school principals and bursarswill also be needed so that they can take full responsibility by FY 2004. The provincialgovernments would be responsible for overseeing that the schools are financiallyaccountable to their respective boards of management.

2.56 Schools. The schools would in the long term have consolidated budgetsconsising of revenues from the government grants and fees, and could plan theirexpenditues according to curricula guidelines provided by the MEHRD.

2.57 Secondary schools would be permitted to draw their funds fromindividual school accounts at their discretion. Iitially, arrangements to requireprovincial endorsement for school decisions above a certain discretionary level may be

-29 -

ined. For instance, a counter-signature arrmgement whereby both the principaland the provincil treasurer need to sign to release funds may, if necessary, be used.Ledgers may also be nitially be kept at the provincial level, but quarterly reportsshould be submitted to schools, so that schools would be constantly aware of theirbudgetary situations.

2.58 In the long term, requirements for external approval for schoolexpenditures would be phased out, as schools improve their capacity for fnancialmanagement. Schools would be responsible for (a) a financial plan at the beginning ofthe year; and (b) a financial report at the end of the year for review by both theprovincial thorities and school boards of management.

2.59 Tertiary Education. Cost recovery in tertiary education is another areathat requires urgent attention. At present, the central subsidy for educadon in SICHEis at about SBD 7,500 per year per student. The recurrent budget for SICHEconstudts about 25 percent of the government educational recurrent expenditures,which is large in comparison to the international average, especially given the smallenrollment ratio. In the long term for the recurrent budget for SICHE it would beadvisable to limit costs to those of central administration, with the running costs ofindividual Schools covered by the charging of differential fees to students.

2.60 Central support then would be channeled to SICHE through multiplesources: the recurrent budget for SICHE and fellowships granted by line ministries,which cover 57 percent of the existing students (e.g., MEHRD) for teachers and MHMSfor nurses). The policy for fuiancing domestic fellowships at SICHE needs to bereviewed carefully, especially to seek contributions from the government-sponsoredfellows who are paid full salaries from the govermnent and individually pay no fees.The tuition for national fellowships for all trainees should be gradually raised from thecurrent level of SBD 500-800 to about SBD 1,500, or about 20 to 35 percent of theoWl costs by year 2000.

2.61 Mechansms for Revising the Fnancing Plan. The financing planwould be reviewed and updated annually during the project through experimentation.For instance, unit cost requirements would be refimed considerably during the courseof the project as curricula and material needs become better defined. Unit costs wouldalso need to be updated annually for inflation. Revisions would be reported to IDA onan anmal basis, but at any point in time, the plan would constitute a set of agreedprinciples and mechanisms.

2.62 By October 15, 1994, and thereafter by October 15, of each year, theBorrower shaU carry out an annual budgetary andfonuda-based uwit cost reviews tostrengthen the flnaning of Its educatlon system, and thereafter, exchange views withthe Assockiaon on the fndings and recommendatons thereof An assurance to tiseffect was received during negotations [para. 5.1 (g)].

2.63 Projec Rationalization Efforts. The project will, through the re-centralization of teacher appointment based on subject specializations and contact hours,

- 30 -

assist MEHRD gradually rationalize the use of teachers. That rationalization would re-allocate about 62 existing teachers at an average salary of SBD 12,000 p.a. resultingIn savings of about SBD 774,000.

2.64 In addidon to teacher costs the projected student enrollment increaseswould generate additional recurrent costs, but with over 30 percent of the expansionbeig allocated for day students, important infrastructure costs and particularly lowerestnaed annual recurrent costs of about SBD 1.0 million per annum would beachieved.

2.65 The proposed secondary expansion, estimated at 40 percent, supportedby the project, would require about 120 additional teachers without rationalization.Thus, if the present inefficient secondary expansion had been implemented it wouldhave resulted in almost SBID 2,000,000 of additional costs annually. The plannedrationalization will reduce by half the secondary expansion teacher costs and allowMEHRD to gradually replace expatriates by national teachers. The cost of expatristeteachers 12/ is about SBD 10,000 slightly higher than salaries for recent SICHEgraduates which average about SBD 8,000 p.a. In addition, to reduce teacher costs,the project will assist MEHRD through a more equitable grant system to retainsecondary costs at a constant with the only budgetary increase resulting from anincrease in enrollment. These unit costs will be lower because of the increased focuson the enrollment of day students.

2.66 SIG/MEHRD would rationalize the fees at SICHE by increasing, to amore realistic level, the present fees paid by 43 percent of the enrollment (now payingabout SBD 500 p.a.) and simultaneously initiate a gradual transfer of fees fromGovernment to 57 percent of the in-service trainees, now on full salary, maing itpossible to cover all the costs from the project's increased participation in teacher andnurse training programs. A gradual increase of SICHE fees to about SBD 1,500, whichis only about 70 percent of the 1992 fees paid at Honiara International Day School,would appear realistic.

2.67 It is estimated that the overall project, including the inputs from aU thebilateral donors, will increase MEHRD's recurrent budget requirements by about1-2 percent annually, during the project period, reaching about 7 percent by year 1999(end of project). Within that scenario MOFEP annual allocations, based on a constantunit cost allocation would be primarily a derivative of increased enrollments.

)2 It should be noted tat exp t teacher costs are about equivalent to national salaies andreplcing them by nationals will not increase the salary cost.

-31 -

3PROJECT COSTS, FNANCING AND BMLEMENTATION

A. PtoJECr COSTS

3.1 Project Ulrondg. Te total project cost is esmaed to be US$18.8million equivalet including US$15.7 million in baseline cost and US$3.1 milion incontngencies. The esmated costs by project component is summarized In Table 3.1and by category of expenditure in Table 3.2. Detailed project costs by year, purposeand components can be found in Annexes 20 and 21.

Basi of Cost FA1i1U8teS

3.2 Construction costs, based on contract awards for simia filities inSolomon slands, have been estimated (March 1993) using SBD 900 to SBD 1,300 persqua meter for academic, comnunal and boadg facilites (depending on thestandard of the chools) and SBD 1,500 to SBD 1,600 per square meter forhousig andtoilet facilities. Site worb have been estmated from 5 percento 12 percent of thecontuction cost for new facilities, and on a case by case basis for particular work(waer supply and reticulation, drainage and access roads). Professional services(technical, arcbitectural and site supervision) are estmated at 6 to 10 percent of civilworks costs (conuction and site development). Furniture costs vary depdig o. *heondition of each existing school and are estimte on the basis of standard unit costs

for secondary school facilites and on the basis of 4 percent of costruction costs for thenew facilities at the School of Nursing. The cost of equipment has been estmated onthe basis of a stndard set per scool and per kind of facilty. Equpment, educatonamaterials, txtbooks, school supplies, funiu and construction materials importedunder the project would be exempt from duties and taxes. Fellowsi costs have beenestimaed at US$1401day (US$18,000 to 25,000 per annum).

Contingency Alowances

3.3 Physical coingencies are etmated at 10 percent for civil works,furniture, equipment, educational materils, textbooks and school supplies, 5 percenfor tedmical assistance, t , studies, salaries and operatig costs, and 0 percent forcyclone relief. Price increase conftingencies were estimated on the basis of theimplementation schedule (Annex 22) and on expected auwal price Increases of9.5 percent awaly for local costs and 3.1 percent anuly for foreign costs.Accordingly, total contingencies reprse about 12 percent of baseline costs phlsphysical co .

62.vS 7A110#tt1 1: 5

N4tt41.f4Ww t1n 1.1 4. 1 2 02 14IIttitsat*4in1 tit.0 I7,11 10.o 0.1 7. 4,7 . 16(tft u 1r1t 3 k i8 t 0.1 1 .7 4.3 01 1.10 1.1 01t1n*s4tl.bthr t.p141 0). 41.4 1.1 41,7 01 OA' 2t

14411141111 93 5,31 70.4 30. 5.8 2.5 7o"*}{}Atl CiJt4 30 3.7 C,.? 40* .2 *R 53

TPROWt titi preVlts 0.4 (I.!,: (3 01 I 0.1 0.1 5t

18 tit im d"Vel3.mpl ().I I.t I.2 1.1 4.3 0.4 55Voetzle prnltethm 1 0.6 3u 4.5 0.2 1.3 I.' sln-ietvive tmldngt l.2. OA. 1.t o.4 012 0.h )

snybldsel t.1 11r .5 7.4 0.7 l.l 2.0 70

Nut" trithihig,,At MVI-Itt 3.0 2.5 6.1 I.1 I.6 17.7 55li the provi.ve. 1. 2 (2.1 t3.3 U 0.I 0.1 1.1 53

stie.e i.n 4.0 6.2 1.4 1.0 2.4 Ngglbftdevehopmei 0.3 o.1 I.u n. I .3 0.4 fi7

(velto rewilef .5 3.5 WO0 . 1.I 2.0 so

ftfoIIn e 18.1 28.! 46.6 6.1 9.4i 017 61

cont,n endewelthv1841'.41 1.3 2,U 3.3 U. tl.1 1.1 elNote finereme 4.1 2.o o.J 1.4 (1.0 2.0) 32

Sultntal 5.4 4.0 9.4 J.0 1.3 3.1 43

Total proJeert n.. 1 . _3 *±1 7. iSL AL" £

Le AtQ wearly atl goods tnd eeonetrctiiin nmterinls winuid be dwedtly Impnorted for the xrject,taites would lie ttegigitble. tReptee. goods f et cite ice exempt fwm duUe.

3A4 The foreiges exchange componetit of US$10.9 million (about 58 percentof the total estimatcA project co4li hon been calculated on the basis of the followingestimated foreign exchange percentages: civil works and ftrniture-55 percent,equiptielent, educational material. textbrooks and school tipplies, expatriate consultantsand tutidles-90 percent, overseas fellowships-100 percent, arcilitectural consultingsorviceo, local consultantg, and operating costs-50 percent, local tralning andworkshnp#-20 perceti, and salaries.-40 pereent.

- 33 -

Table 3.2: SuAxY OF PROjECT Co' BY CATEGORY OF EXITWIE

SDmillion mUS mio Lacal Foreign otl AKl Foreigp

Investment costs:Civil Woks 9.6 11.8 21.4 3.3 3.9 7.2 SSEquipment, dctoa

laterials, textbookssad 8chool supplies 0.5 4.7 5.2 0.) 1.7 1.8 90Furniture 0.4 0.5 0.9 0.1 0.2 0.3 SSTehia assistance 1.4 S.1 6.5 O.S 1.7 2.2 79

LTn 1.7 O.S 2.2 0.6 0.1 0.7 20Over8sea - 0.9 0.9 - 0.3 0.3 100

Stdies 0.1 0.4 O.S 0.0 0.2 0.2 90

Subtotl 13.7 23.9 37.6 4.6 8.1 12.7 64

RecureM costLSalaies 0.8 - 0.8 0.2 - 0.2 0Opeting costs 1.1 1.1 2.2 0.4 0.4 0.8 50

Subtotal 1.9 1.1 3.0 0.6 0.4 1.0 37

Cyclne reLef 2IS 3.5 6.0 0.9 1.1 2.0 S8

Baseine cost 18.1 28.5 46.6 6.1 9.6 15.7 61

Contiaeacies: 1.3 2.0 3.3 0.4 0.7 1.1 62Puce ineas 4.1 2.0 6.1 1.4 0.6 2.0 32

Subtotl 5.4 4.0 9.4 1.8 1.3 3.1 43

Total project cost La 23.S 32.5 56.0 7.9 10.9 18.8 S8

, As neady all goods cad consuctoan mar would be diectly imported fbr the prect,taxes would be negligible. 1orted goods for government use are exempt fom dutie.

B. FrANC1NG

3.5 The proposed IDA Credit of SDR 12.2 million (equivalent to aboutUS$16.9 million) would finance about 90 percent of total estmated project costs,includifg 97 percent of the foreign exchange cost of the part of project (US$10.9milion) and 80 percent of the local cost of the project (US$7.9 million). A Japmesegrnt of about US$0.8 million has also been obtained to support project preparation andstart-up activities such as technical assistance for site surveys, review of curriculum forthe teacher upgrading program and nurses' surveys. The activities to be financed byother bilatera sources in the form of gras are detailed in Annex 4.

-34-

Table 3.3: FINANCING PLAN(US$ muon - induding )

Category of Japan IDAExpediture Governmt Grant IDA Total Share

(%)

Civil works 0.5 - 8.6 9.1 95Equpmnt educational

materials, textbk,school supplies, and funiture 0.2 - 2.3 2.5 90

Technical assistance - 0.8 1.7 2.Sf, 70Training - - 1.3 1.3 100Sudies - - 0.2 0.2 100Project maagement ad

incremental opertg costs lk 0.4 - 0.8 1.2 60clone relief - - 2.0 2.0 99

Total 1.1 0.8 16.9 18.8 90

La Includes professional services for civil worms.ib inchldes additional adminitrative expeniurs for te IPU, irases in

oeating costs of the scondary schoob and the School of Nursin notcovered by school fees, operation and maintenance of vehicles, travel costs,off-campus lodgin and allowances for mnuses and sal and allowances foradditional SICHE staff.

Recuent expenditures

3.6 The project would geerate increment recurrent expenditure relatdmaily to salars, training of tachers, studens' costs and maintence costs. Whenfully opetional in 1999, the project's estimated recurrent expendiurequkems l/ would amount to SBD 3.6 million (US$1.2 million equvalent) peranmun which is equivalent to about 7 percent of the total budget for education (nationaland provincial levels for 1992).

C. PRojEr MANAGNm AND iMPLIImqTAtON

3.7 Overall responsibilit for coordination of project implementfion will bethrough MNHRD's Implementation and Planing Unit (IPU), in cooperation with

I/ Iludmg all item fimded fram b iatml tnce.

- 35 -

MOPEP and provincial authorities. MEHRD departnents will be responsible forspecific components. SICHE will work closely with MEHRD/IPU for the teachertraining and nurses training components. Since the eight provincial education officeswill be directly involved in the project, clear communication chanels will beestablished. Ihe IPU, first established under the Secondary Education Project, is fulUystafed and has acquired sufficient experience, but it will still need technical assistcefor procurement matters as well as civil works monitoring. At negotations, theBorrower agreed to mantin the IPU headed by an experienced and qual0ed officer,ad vest t with such responsitMes, fnds and qua/e sAff, inclung an education

planner, a prinipal accountant, an Implementation officer, and a procurement officer,as shaU be required to enable the IPU to undertake the overal coordiation of theProject para. 5.1(h)]. TORs, which were agreed at Appraisal, are included in theWorking Papers.

3.8 MEHRD/IPU will be responsible for project imp tion withassistance from the MTWU, the Provincia Departments of Tranrt, Works, andUtilities, the Environmental and Healt Division of the MHMS and the MPA.

3.9 Several IPU staff will benefit from short-term training directedspecidfically to management and implementation of World Bank education projects.Annual review meetings, including representatives from AIDAB, NZ, ODA, IDA andSIG would be scheduled to ensure contiud cooperation. The annual meedng wouldreview progress and plan the strategy for the coming year.

3.10 Taking into accoun the lessons of previous implemenation experience,the implementation of the proposed project will include the following steps for allcomponents involving the construction, rehabiltation and/or expansion of schoolfalidties: (a) specific requiements and architecturd briefs to be cleared with IDA,MTWU and the Health authorities prior to embarldng on architectu designs;(b) ar schtual designs md bid doumments to be cleared with the same group prior totendering; (c) general and specific maintenance guidelines to be provided to people incharge of running the physical facilities prior to the delivery of the facilities; and(d) appropriate maintenance budgets to be allocated to schools to be directy handledby headmaster. See Anex 22 for a detailed supervision plan and implementationschedule for each project component.

3.11 In view of the limted capacity of the MTWU, and the geographicaldipersion and inaccessibility of several proposed project sites, strong physical/tecnicalcoordination would be required as would periodic technical assistance for theimplemention of policies, project management and procurement. Terms of referencefor each of the proposed technical assistance posts and for the overse attachments andtraining can be found in the Worldng Papers. At negotiation, the Borrower agreed toemploy, Inter alla, the folowing consultas for the following perlods. (a) byNovmtber 1, 1993, managment and procurement consultanus for an aggregate periodof about three steff years; and (b) by February 1, 1994, architectural consultants foran aggregate period of about two stffyears (para. S.IO)].

-36 -

Ptfommce, MonitoMnog and Reporttng

3.12 mple on perfo e would be montored in four ways:

(a) a semi-annual report would be wrtten by the IPU and submidtd to theBank at he mid- and end of every year (June and December), to Incldea summary by component of the Implention progress (ac vwersusplanned), a financi summary, an updated schedule, a liH of Issues andproblems and te expected work plan for the following period;

(b) IPU would update annually th key indicators and imp onschedule for the physical, fimacial and pedagogical aspects of theproject. These key indicators would include: enrollment ratios, femaleparticpaton rates, subject peiods per week, teaing loads, roomutilization percentges, budget estmates, pupil costs, equipmen costs,mantenanc costs, building norms, construction unit costs, etc.(Annexes 8 and 22);

(c) at the annual review, these monitoring reports would be made availableand disusd with the donor agencies; and

(d) a mid-term review would be conducted in October 1996 during the dyear of the project implementation period, with IPU submittng the abovereports prior to the rview. The review would focus on (i) progressmade in quali improvement through mates distribution, teachertring and curriculum developmem i that provided by donoraistance; (il) civil works proarment and implementation mattoe; and(ill) the fining plan.

3.13 At negotlaions, the Borrower agreed at by October 15, 1994 andthaeeqer by October 15 of each year, t shaU car,y out an aual review to assessProject t and there*ffer, Wom the Assocdaon of the raults of suchreewls. It atso agreed ta It shal carry ow a mid-em review of proJect1rWlMeaton by October 15, 1996, and *form the Associaon on the resus of sucrevewIpr 5. 1))1

3.14 The IPU would prepare and submit a project completion report to IDAno later tm six months after the Project Closing Date.

-37 -

Procremenlt

3.15 Pocurement arran em are shown in Table 3.4 below:

Table 3.4: RoECT EXBYNDRE BY PnOCUM CATWGY(US$ m;on)

Total 00stPocurement Method incudn

Category of epediu ICB LCB OtherLa NBF contigences

Civil wok 9.1 9.1(8.6) (8.6)

Equipment, education 0.7 0.4 1.4 2.5mateials, textbooks, (0.6) (.4) (1.3) (2.3)farnitr and shool

Tecicdl assistance /b 1.7 0.8 2.5(1.7) (1.7)

Training 1.3 1.3(1.3) (1.3)

-tudies 0.2 0.2(0.2) (02)

Project maagem and 1.2 1.2incmental opatig costs La (0.8) (0.8)

Cylone relief:Civil work 1.6 0.2 1.8

(1.6) (0.2) (1.8)Equipment, educational 0.2 0.0 0.2

mateals, textbooks (0.2) (0.0) (0.2)and schools supplies

Total JU La M u iL(9.4) (2.0) (5.5) (16.9)

Note: IDA-f_nncd amounts ar in brkets, Icluding contigence.NBF - not Dank-financed (Jap grnt)-

Ig Includes prudent hopping, selection of conslants folowing IDA Guidein, directprouremet of propideury items and pinting of educational mateas by the CDC.

1k Includes professional services for civil wodr.& Igcludes addidonal admisatve exeditue for the IPU, ines In opatig cost

of the sconday schools and tho School of Nursing not covered by shool fees,opetion and _ of velaes, tavel costs, off-campus lodging and allowanoesfor nurses and salais and allowances for addition SICE staff.

- 38 -

3.16 Civil works totaling about US$9.1 million equivalent for education andboarding facilies and staff houses at the eight PSSs, five JSSs, and the School ofNursing in Honiara, for staff houses at SICHE, and for staff houses, a warhouse andexpansion and refurbishing of the printshop at the CDC would be tendered followingICB procedures. The supply of construction materials for the rehabilieonlreconstruction of the prinary schools would be grouped, as far as possible, intopackges estimated to cost the equivalent of US$25,000 or more each and would beawarded on the basis of LCB procedures. Miscellaneous construction maerials inpackages estimated to cost less than US$25,000 equivalent each, up to an aggregateamount not to exceed US$200,000, may be procured under contracts awarded on thebasis of a comparison of price quotations obtaned from at least three suppliers eligibleunder the Guidelines. Labor and supervision for the construction would be procuredunder contracts awarded on the basis of LCB procedurs.

3.17 Equipment, educational materials, textbooks and school supplies for allcomponents including cyclone relief, would be grouped, as far as possible, intopackages estimated to oost the equivalent of US$25,000 or more each and would bewarded on the basis of ICB procedures. Miscellaneous items in packag estimated

to cost less than US$25,000 equivalent each, up to an aggregate amount not to exceedUS$100,000, and priting and distrbution of educational materials and texdbooksestimated to cost up to an aggregate amount not to exceed US$200,000 equivalent, maybe procured under contracts awarded on the basis of a comparison of price quotationsobtained from at least three suppliers eligible under the Guidelines. Educationalmaterials not to exceed 1,000 copies each, however, may be printed and ditbuted bythe CDC/MEHRD. Proprietary educational materials and textbooks may be procureddirectly from publishers eligible under the Guidelines. Furiture may be procuredunder contracts awarded on the basis of local competitive bidding. All of the abovewouid be in accordance with procedures satisfactory to the AssociatiWri. Consulafianced under the Credit would be selected in accordance with IDA Guidelines for theUse of Consulants.

3.18 Prior review by the Association of bidding documents and contract awardrecommendations would be required for all contracts for civil works, fntre,equipment, educational mtrials, textbooks and school supplies expected to cost morethan US$25,000 equval and for all contracts for the supply of materias, labor andconstruction supervision under the cyclone relief component. Other contracts would besubject to post-review. For contracts for works to be awarded on the basis of ICB,domesic contractors would be grwated a margin of preference of 7.5 percent. Inaddition, the provisions of the Consultant Guidelines requiring prior IDA review orapproval of budgets, short lists, selection procedures, letters of invitation, proposals,evaluation, reports and conacts Shall not apply to consultant contracts esdmated to costless than US$10,000 equivalnt each. This exception to prior IDA review sl notapply to the terms of reference for such contracts nor to the employment of individuals,to single source selection of firms, to assigments of a critical nature as reaonablydetermied by IDA and to the amendments of contracts raising the contract value toUS$10,000 equivalent or above.

-39 -

Spea Account

3.19 To faciliae disbursements, a Specal Account would be estabihed at theCentral Bank of Solomon Islands ad maintained in US Dollars with an authorizedallocation of US$1,200,000. Thbis Account would be used for both local and foreigexpendiur under all categories. All expetures above US$75,000 could beumite td directly to IDA for payment without using funds from the Specld Account.

Applications for replenishment of the Special Account should be submitted to IDA ona monthly basis or whenever the Account falls below 50 percent of the allocation,whichever ocurs first.

3.20 Ibe proposed Credit of SDR 12.2 million (US$16.9 million equivalent)would be disbursed over a period of six years. The disbursemen schedule lsted inAmex 23 is based on the smplementation schedule and previous project experinc inthe cuntry and the sector. Disbursement against al contracts of less than US$25,000eah would be made agst atments of expendthure. Docunon supporting tesestaements of expenditure would be retaed by the implementing agency for review byIDA missions. All other expendiures would be fully do d. Dibursements areexpected to be complted by the June 30, 1999 Closing Date and would be madeagan th following categories of expenditt j: (a) civil works-95 percen ofexpendiures except for cyclone relief-100 percent of expenditr; equipment,educational mrials, textbooks, school supplies and fniu includg cyclonerelief-100 percent of foreign expendtures for directly imported items, 100 percen oflocal expedtures (ex-factory cost) for locally manufactured items and 70 percent of

for other Items procured locally; technical assistance (icligprfsonal services for civil works), training and studies-100 percent of totalexpenditurs; and project management and incremental operating costs-100 percent oftotal exeditrs in 1993 and 1994, 70 percent in 1995 and 1996 and 30 percent in1997 and 1998. Dsbursements shaWl not be madefom the Orel for: (a) iv worts,equipment, edicatonal materli, textboos and sdcools saqplIes and technilasstawce for the expnon and renowaon of the PSS at Choiseul Bay (ChoIseulprovince) nor of the JSSs at Gwaltnak (Malalta province), Honiara (HoniaraMunicpal Authority) and Santa Ana (Makira prvince), wntil the Borrower has enteredhito rangements satsactory to IMA to secure all land and rights In respect of kldrequIredfor carryg out this work, and hasfrnis to IDA evidence saio ry toIDA dta suci land and rights In respect of land are available for suck puposes; or0b) cyclone re#lf unti the Borrower shaU have nsd to lDA: () a ls satatryto MDA, of schook to be rehabilitated/recontructed, inchding detaled esated costsper school, the list to be based on sdcool seledion crteria and constucton designssado iry to IDA. and (Uf) evidec saisfacory to IDA that the Borrower has securedal land and rights In respect of land requiredjfor carying out this work (p4ra. 5.2).

-40-

Account and Audits

3.21 Ibe IPU would estabUsh a separe account for all project exenditur,to be mantined in accordance with sound accounting practies. Project acountswould be audited annally in acordance with procedures satisfacory to IDA and anaudt rort Qncuding separate audits relat to disbursements a'tgain SOBs) submittedto IDA within six months of the end of the Govent's fisc year.

-41 -

4PROJECT RISKS AND BENEFlTS

Project Related Issues and Risks

4.1 The most serious risk is the continued weakness of administrativeprocedures within SIG especially, with the inclusion of the emergency cyclone reliefcomponent, could potentially strain its implementation capacity. A second key risk isthe Government's difficult fiscal situation. This could lead to shortages of counterpartfunds during implementation and later weaken project sustainability. Another risk isthe possibility that the supply by other donors of volunteer teachers and project relatedTA, although committed might not be forthcoming in a timely manner.

4.2 Tie above issues and risks were discussed during appraisal andnegotiations. The recent successful implementation of the Secondary Education Projectof about US$16.0 million equivalent (IDA and AIDAB), under already difficulteconomic circumstances, demonstrates that the project will be within the Government'scapacity. Consultation between central and provincial agencies has occurred andoperaional procedures are being drafted to facilitate implementaion. The project willalso benefit from a good number of returning graduates, by short-term TA in themanagement, procurement and civil works has been introduced during projectprocessing. The project will also be assisted by the implementation of a financial planwhich would help all concerned to keep track of required funds for projectustainability.

Benefits

4.3 This first sector-wide project would be part of a coordinated donor effortto address quality, access and equity issues in the sector. The secondary schoolexpansion would increase the secondary gross erwollment ratio from less than10 percent to about 18 percent of the age cohort while increasing female participation.The pilot village junior secondary day schools would contribute to: (a) reducing unitcosts, and (b) encouraging greater community participation in school maeance andoperation. The increased supply of educational materials, and better-trained principals,inspectors and teachers would all contribute to raising the quality of educationalservices, which in tun should help reduce dropout rates. The implementation of afimncial plan would assist SIG/MEEHRD to rationalize financial allocation, increase costrecovery and sustain the programs. Management training would improve the efficiencyand effectiveness of programs at the central, provincial and school levels. Nurses'training would alleviate the immediate shortages and contribute to better health servicesthroughout the nation. The emergency support for school rehabilitation andreconstruction would replace cyclone damaged and destroyed education facilities.

-42 -

AGREEMENTS REACIIHED AND RECOAMMENDATION

Genea Agrements

5.1 During negotiaons SIG gave assurances to IDA that they would:

(a) By October 15, 1993, and thereafter by October 15 of each year, theBorrower shall carry out an overall anu scond eacher demandand supply analysis aimed at identifying the subject teacher needs inseoondary schools, and thereafter, take all such action, satisfactory to theAssociation, to adequately address such teacher needs (para 2.12).

(b) By October 15, 1994, and thereafter by October 15 of each year, theBorrower shall undertake annual review of the agreed educationindicators (para. 2.16).

(e) By June 30, 1994, the Borrower Shall takeal such acdon as shal benecessay to adopt and, thereafter, implement replt anddistribution procedures for educational materias, satisfactory to theAssociaton (para. 2.22).

(d) By January 1, 1994, the Borrower shall: (i) appoint a representativefrom the Borrower's Mistry of Health and Medical Services to theSICHE Council; and (ii) create as a connittee of the SICHE Council anurse advisory committee with memberdsip and terms of referencesatisfactory to the Association and to review, on an anmual basis, theTaining needs and skills of the different categories of nurses andthereafter, advise SICHE accordingly (para. 2.24).

(e) By May 1, 1994, the Borrower shall, or Shall cause MEHRD to, funishto the Association, for its review and comments, proposed arrangmentfor the carying out of the off-campus nurse taining program under theProject, including lodging arrageme therefor, and thereafter, takinginto account the Association's comments, implement such aangemepara 2.27).

(M) By October 15, 1993, the Borrower shall furish to the Assocation, forIts review and comments, a proposed staff development training programfor MEHRD and that SICHE will commence on January 15, 1994, and

-43 -

thereater, taki into account fte Association's comments, implementsuch training program (para. 2.31).

(g) By October 15, 1993, and thereafter by October 15 of each year, theBorrower shall carry out nnual budgetary and formula-based unit costreviews to strengthen the fmancing of Its education system, and,tereaftr, exchange views with the Association on the findings andrecommendations thereof (para. 2.59).

(h) The Borrower shall maintain the IPU headed by an experienced andqualified officer, and vest it with such responsibilities, funds andqualified staff, including an education planner, a principal accounta, nimplemer.tation officer and a procurement officer, as shall be requiredto enable the IPU to undertake the overall coordination of te project(para. 3.7).

(i) The Borrower shall take aI such actions as necessary to employ thfollowing consultants for the following periods: (a) by November 1,1993, maagement procurement consulas for an aggregate period ofabout three staff years; and by Febnry 1, 1994, architecturalconsultants for an aggregate period of about two staff years (para. 3.11).

3j) By October 15, 1994, and thereafter by October 15 of eah year, teBorrower shall carty out an annual review to assess projectimplementation, and thereafter inform the Association of the resuls ofsuch review. It also agreed that it shall carry-out a mid-term revie ofproject implementation by October 15, 1996, and inform the Associaionon the results of such review (para. 3.13).

5.2 As a condition of Credit disbursement, the Borrower shll: (a) submitto IDA a lst of schools to be rehabilitated or reconstructed, including detailed costestimates for each school, based on selection crteria and construction designsatisfactory to IDA; and (b) evidence that all land and rights for all project schools hasbeen secured [para. 2.7, 2.42 and 3.20].

Recommendtion

5.3 Subject to the above agreements and conditions, the proposed project isa suitable basis for the Associaton to grat a Credit of SDR 12.2 million (US$16.9million equivalent) on standard IDA terms for 40 years maturity to the Solomon Islands.

STRUCTURE OF 1:THE EDUCATION SYSTEM 1992SOLOMON ISLANDS

Univerity

Natioal oerinet Secondary Schools eazllo I

9 12~~~~~~~~~

Kqtwimut private Private S codar Schools

Junior Iecodary Schools. CoUol a of at

rOt I I I I I I I I I IS 6 7 l¢ 9 t 10 11 12 13 14 is 16 17 to

P * esao eat (Unted _umt)

UPU Da lBal&l-2JI3

MNNISTRY OF EDUCATION AND HUMAN RESOURCES DEVELOPMENTSOLOMON ISLANDS

ORGANEZATION CHART

PE SECuE AINTARY * l

11119R 8CRCAY u SEtCIII

CEIrF "CC0111 CIIEF IDISMTIV OFFiIC8kACCOUTS DIDSIOI ADMINISTIRMIN DVSlON

L8ECONRY | |I PRRY | SLECION &l I DIPLTTION N FORM OIGUANCE & PLANN UNT DEVELOW O EDUCO TB UIT

NATIONAL LINEAR'I CmUICmULUM INSPECTATE |DEVELOPSMEN UNIT

* lso include Teacg Service Off ice1. 0. VI National Secondary Sedool

ViMaPura Secodary School&t IRD, Match, 1992.~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~t

-46- ANNEX 3

KEY ISSUES IN EDUCATION AND TRANIMG

The main Issues in general education are:

A. Primary Level

(a) the poor quality of primary education with poor curricula, largenumbers of untrained teachers, lack of in-service training opportunitiesfor teachers, inadequate supply of materials, poor facilities; and

(b) the need for further enrollment expansion to attain universal primaryeducation.

B. Secondary Level

(a) acute shortages of secondary educational opportunies, particulaly forpriary graduates and Form 3 leavers due to a lack of places;

(b) an inequitable and ineffective stucture of secondary education with twoseparate type: the National Secondary Schools which provide academictraining for five or six years of secondary education, and the ProvincialSecondary Schools which are designed to provide vocationally-orientedsecondary education;

(c) a shortage of suitably qualified teachers for senior secondary and theneed to upgrade existing teachers primarily for mathematics, sciences,English and business studies; and

(d) shortages of textbooks, educational materials, and staff houses (to attractteachers).

C. Tertiay Level

(a) 30 percent of the education sector's resources are spent for SICHE forabout 2,000 trainees with little cost recovery; and

(b) the school system does not provide an adequate number of studentssuitably prepared to train as teachers, nurses and technicians.

-47- ANNEX3

D. Sectoral Management

(a) lack of guidelines from the central education ministry to ensure effecdveimplemention of policies;

(b) iadequate coordination between central ministries concernd, andprovincial auithorities, which administer up to 70 percen of the socialservices budgets;

(c) limited and weak assessment procedures (examinatons); and

(d) shortges of qualified and experienced persomnel with multipleadministrative responsibilities assumed by each senior official.

E. Nurses Training

(a) the overall shortage of nurses in the health care delivery system and thelity to ensure that they have adequate grounding in community

based care.

F. Financng Issues of Education

(a) lack of a clear rationale or mechanisms for determining the requiredlevel of central government support especially for secondary educao;

(b) recognition that central govermnent funds cannot meet alI of theresource requirements of primary and secondary education, resutng ina need for increased emphasis on cost recovery;

(c) inadequate mechanisms to ensure that central subsidies are used fordesignated purposes at the provincial level;

(d) unclear roles and responsibilities of central and provincial agenciesconcerned in channelling central government funds for education; and

(e) lack of autonomy and accountabilirty granted to provincial secondaryschools.

-48- ANNEX 4

INTEGRATED DONOR SUPPORT

1. In November 1991 the Ministry of Education and Human ResourceDevelopment (MEHRD), appealed to Donor Round Table for assistance to: (a) reducethe student-place bottleneck ocacrring at the secondary level; (b) improve qualiy inprimary and secondary education; and (c) expand priority post-secondary programs atthe Solomon Islands College of Higher Education (SICHE). The response of the donorswas that a more integrated approach was needed, and unless the education base wasimproved there would be only marginal benefits in these investments. As a result ofthat position, MEHRD agreed to a series of studies in science education, curriculum(primary and secondary), teacher training pre- and in-service, inspectorate, secondaryquality improvement and MEHRD training needs. A World Bank consultantoordinated the work with the results discussed at the second Donor Round Table in

May 1992. The following support was offered by the various donors.

2. Primary Education activities would be directed towards upgrading ofquality:

(a) New Zealand proposes to assist in the revision of the primary pre-serviceeacher training program at School of Education and Cultural Studies atSICHE through:

(i) the establishment of an institutional link with an agreedUniversity in New Zealand which would provide technicalassistance to the School of Education and Cultural Studies;

(ii) support for visits of lecturers to the sister institution andshort-term training visits of SICHE staff;

(ii) provision of funds to engage part-time relief for lecturersinvolved in the revision of curriculum; and

(iv) ongoing provision of about 50-60 scholarships in New Zealad,about 16 in regional insttions and about 50 national awardsabout SICHE.

The project would improve the quality of the Pdmary Teacher Certificateand allow an increase in the total mber of trainees, provide an altrnative approachto the training of unqualified teachers (a special one-year program will be orgazed)through a combination of campus and distance education and reduce the unit cost of

- 49 - ANNEX 4

trnng. Ihe project Is scbeduled over a three-year period, beginin in 1993, and isexpected to cost about NZ$200,000 per year.

New Zealand Is also assisdng the School of InduSt Development witha review of curriculumn for survey and drafting course

(b) The United Kingdom (ODAIUK) proposes to asist with tie in-servicetrning of unqualified primary teachrs and the review and preparionof primary curricula and associated muteris ftrtgh the provision of:

(i) field tested technical aSsisce to work wfih untrained teachersIn school;

(ii) tchnical assistance for the revision of agreed components of theprimary curriculum (English and Community Studies); and

lii) some fuids for the production, printing and disttion of fterevised curricula in English and Community Studies.

nTe project would hnprove the quarty of tehng, provide anopporunty for unahied teachers, in the most remote provinces, to obtain in-serviceassice and give untrained teachers access to the SICHE Certificate Program (specialone-year course intated with NZ assistance). It would also facilitae the revision andpuction of educational materials necessary to improve the quality of primeducation particulaly in the rual areas. The project i scheduled over a three periodbegiming in 1993 and is estimated to cost US$2.0 million.

These acdvities will ensure that the core saijects are covered and hienecesary educaonal materias distibuted to the schools. This cooperative approachsupprts evience that the availability of educatonal quality coibined with theupgrading of teachers have the greatest impact on improving the quality of educationat the primary level.

ODA/UK is also assisting SICHE with staff support (8 T.A.) andsupports overseas training of the teaching staff. Instuional shing support willalso be given and the renovationlextension of SICHE boarding facilities funded.Ongoing scholarship program (about 30 p.a.) will also be contined. Inputs compriseabout SBD 9 mfillion.

3. Secondary Education activities, in the area of science education, wouldbe supported by AIDAB through the provision of:

(a) tec assisnce for the revision of the secondary science curriculumfor Forms 1-5 ensuring it fits the new mixed-mode curriculum;

(b) support for urriclum related in-service amning for all teachers ofscience;

-I - ANNEX 4

(c) support for 1he refurbishing of a science room/laboratory in 7 currenPSS which have not been scheduled for upgraing in tbis IDA project;

(d) science equmen for use in al the Forms 1-3 and in Forms 4-5 in the8 secondary schools being upgaded uider the IDA project;

(e) science equpent for the 5 new villae junior secondary schools beingbuilt under she IDA project;

(f) technical assistance for science teacher education at SICHE incldingassistance for course development for the pre-service programs (primnyand seconday), and for an intensive one-ster course for theupgrafdng of existing secondary teachers in science subjects; and

(g) refurbishing of laboratories at SICHE to facilitate the above mendonedtrainng programs.

The AIDAB project would improve the quafity of science in all theschools ftrough curriculum revision, pre-service and in-service education for teachersof science, te supply of equipment for Forms 1-3 and the improvemnt of facies inseven secondary schools. This will be the first major national effort to include scienceeducation as an integral part of education in the Solomon Islands. This project isepected to begin in 1993 and will extend over a five year period with an estimated costof A$3,444,000 (about US$2.0 million).

AIDAB also supports wiin the School of Naural Resources at SICHEand delivery of a certificate in tropical agricule (AS2.3 million), and staff assistance(8 T.A.).

4. Other support would include:

(a) UNESCO-UNDP would supply technical assistance and materials for theprincipal and muli-class teaching programs. UNDP/ILO has alsoagreed to assit SICHE with curriculum review and program support inthe School of Industril Development (US$675,000).

(b) The Sout Pacific Board of Examinaons and Assessments (SPBEA)would provide assistae to train MEHRD staff, iSpectorate andteachers in _assmet

The above asstance would give the school principals and teachersrelevant training which would improve their operational and management skills andstengte the operation of schools. The SPBEA courses for Inspectors, MEHRDofficials and some key teachers should upgrade the qualty of examinaons. The aboveassistance will be for specialist services only and is estimated at about US$25,000 p.a.for about tfree years from both UNESCO/UNDP and SPBEA.

-51- ANNEX4

S. The rationalizatin of its education strategy through an inwgratedapproah has allowed the Solomon Islands to obtain much more support than initiexpected. nbo project wpport from New Zealand, United Kingdom, Austala andUNESCO/UNDP are all on a grant fancdng basi. Recur costs generaed by allthe above iput would be inchded in the financial plan and an annual Joint SIGDonorareview would be feaur as part of the project

BIATERAL C MARY FiNANCING La

Cdwao ofdkuw ADAD ODAC Now Zealad UNESCO UNDP SPU

Civ work X X Psonal soWAMe - - - - -

Fuu x - - -

quiat ad X - - - Xeducational muateal

Teonlolkalaniatance X X X -X

T aainirgLoca X X X X X Xa x x x - - -

Totl nvaen Casts AS3.4 US$.OL NZSA.*A US$7 US$MA50N US$S209

L Full detals not ai attis st a dp.& Pnrjet to st in 1993 Ir a 5-yer period. Project to impo science education aborries,

eq encuicuum and tacher education).g P*ot to sa in 13 fr a 4-year period. Projec to supt prim educai.

id Project to stat in 19 for a 3-ye areiod. Prje to supo prma education

-52- ANNEX 5

SECONDARY EDUCATION POLICY

1. UnifiaIon of Secondary Schools. Govenment policy requires at action betaken to provide a unified system of secondary education. ITis policy is to be supported by:an active endorsemet of equality of opportunity of access to all secondary forms; provisionof a common curriculum across atl schools; the upgrading of teachers to improve quality ofinstruction, particularly In senior forms; and the provision of comparable facilities, materials,equipment, and school supplies.

2. Types of Secondary Schools. Consistent with its policy to providi a plannedand equitably dis=tr d range of secondary education facilities, SIG has classified sools intohe types: (a) Junior Secondary Schools (JSS) offeing Forms 1-3 with boarding and dayatendanc, (to include 5 new village-based project schools); (b) Secondary Schools (SS)offing forms 1-516 with boarding and day attendance (to include 8 upgraded project schools);and (c) Senior Secondary Schools (SSS) to be developed over time to provide more economicuse of high cost facilities. Some of the existing secondary schools could be designated as SSSto cater for Forms 4.6, only. Educationally, all schools will come within the unified system.

3. Curricuum Reform. As a further mea to faciitate educational equityacross all schools, the secondary education curriculum will be revised. The endorsedcuriculum will provide a balance between academic and applied learning, showing regard bothfor emerging demands for knowledge and skills and for Solomon Islands culture.

4. Teah Appo et and Tranfer. Careful management of the distributionof teachers across all schools according to educational needs is an integral part of developingand mantainn an equitable system of educadon Tis principle will be affected through thecentralization of secondary teacher placement through MEEIRD including mutual posfings andtransfers. Latter resulting in available subject expertise being applied more effectively. Aplacement will be undertaken in consutation with relevant parties based on subject needs andteaer contact hours of 28-30 per week.

S. Subject Teaher aon. Particular attention wiUl be given to theutniaion of teachers' subject specialities. In addition to supporfng this policy through initiapostings and staff transs to meet school needs, greater attention will be given to monoringteacher demand and supply, which in turn will be reflected through in-country training andoverseas scholarships.

6. Student Access to Schools. The expansion and upgrading of the seondarysystem wiUl increase both the number of places and options for access. As more placesbecome available within each province and as educational oppormuities become more equitableacross all schools, there will be a greater incentive for more students to attend their 'local"school. For reasons of identity and economy, particuar attention will be given to gradually

-53- ANNEX S

reducing suden travel beyond their own province. In due tme, when ascess s increased inaul provinces, sdents enting Forms 1-3 will remain in their own provinces and stdentmovemen would only occur at Forms 4-6. Assessment procedures wil be reiewed duig1993194 to accommodate the latter and develop a strategy by which higher cost boangschools would cater prmarily for Form 4-6. A mber of the eistg boarding SS wouldthen become senior secondary schools.

7. Non-Boarding Secondary Schools/Day Shtdents. MEHRD recognizes theexcessive costs associated with boarding schools and supports the development of day schoolswhere feasible based on MEHRD crteria. As a matter of policy, more students will beencouraged to attend all schools as day students. Even those which are now solely boarinfacilities should accommodate day students.

8. Teaching Lead. MEIiRD acknowledges that teacher work load or contacthours are now low compared with most other countries. Accordingly, there wil be a phasedincrease with a long-term target of 28-30 periods per week Cm a 40 period week). Adoptionof this policy wil lead to greater efficiencies in the system and also allow the proposedexpansion to be undertak without any significant additional increase in the size of the

_t force.

9. Access and Retention of Females. A central requirement for effectiveimplementation of the equity in access princple is that girls have the same opportunie toatnd secondary schools as boys. MEHRD is addressing the current inequides through theproject, by significantly increasing the ratio of boarding places and by provid JSS forstudents who can attend on a day basis.

10. Ap of Principals. In order to provide comparable leadership acrothe secondar system, MEHRD will apply the same set of criteria when selecting principalsfor all schools. Ihis initiative will enhance the staus of PSSs and the new ISS, for which theprincpal will also have responsibility for the related primary school.

11. Unit Cost Bases for School Fundig. MEHRD has acknowledged theappropriateness of rviewn the formula funding for schools based on per pupil unit costs.By endorsing such a policy the Government will be in a posio to rationalize fundn acrossall schools, irrespective of their location, classification or the nare of the education authorit(government or non-government) and make the system more accountable. Futer, theinitative, mainly an annual review of the financial plan, wil conute tangibly to theimplementtion of the Government equity policy.

12. Cost Reoovery. The Govenmet recognizes that it cannot contn to meetthe growing costs of education and at the same time expand the system in response tocMnity pressures. Adoption of this cost recovery policy by the Govermnent will allowsome of the costs of education to be sbared with parets and provide scope for the limitedavailable funds to support further growth in the education sector.

13. School Acoumtabilty. School accountabiity is a key mechanism in Wpovingthe efficiency of the system. The joint application of the principles of unit allocation and costrecovery will require each school to accept responsibility for balacing school income and

eire agais declared needs and to formulate priorities.

-54- ANNEX 6

SECONDARY EDUCATION EXPANSION COMPONENT

Number of ToalW

1992 Proposed 1992 Propoed 1M Prposed

BZxt Socodwy Sohools:Alipgeo Malta 1-3 2 2 217 210

4-S 0 1 0 70 12 13

Cholul Choiswl 1-3 2 2 190 2104-S 0 1 0 70 12 13

1amol sbel 1-3 2 3 192 3154-S 0 1 0 70 10 18

Loomsb" Temotu 1-3 3 3 310 3154-S 1 1 51 70 21 18

Madua Maluita 1-3 3 3 105 3154-5 1 2 70 140 14 21

uabh W et 1-3 4 3 402 31S4-S 0 2 0 140 18 21

oaa a 1-3 3 3 31S 31S4-S 0 2 0 140 20 21

vat adl 1-3 4 3 398 3154-S 0 3 0 210 21 24

Subtol 1-3 a1 a 4-5 1a

Nw Juior Seoaday Schools:

Gidinah Maut 1-3 0 1 0 10£ 0 S

ihwlam H.niMlwopaty 1-3 0 1 0 105 0 5

SantaAnna Makira 1-3 0 1 0 105 0 5

Gino Wedern 1-3 0 2 0 210 0 10

Ngvia (3uad 1-3 0 2 0 210 0 10

Subota 1-3 Q 0 m 2 a

Tetl 1-3 23 29 2129 304S4-S a a2 m21

TEACHER EDUCATION NEEDS: SlUBEClS X STRATEGIES - PRIORITIES 1993-1998(Based on Analysis of Subject Teacher Ren, 1992)

SteoyA strrta"CtunIcs. hare.z

5313 As

DuIMee.44 Studio. alUdigitadoublaU Law pririfty I only Bubproit b priority(S) 1-i per you 308or 14 p.r y"r MIc er.) eyuanu base

f ab Limit intake Lou priority 2 only h priity 11b pririty (40 2-S pet year CD CIS?C113

math Lomo Wority 2 only a pirt 1gb priorty () 2.S per year C8C l

Sie1ce 10435 per year Iijb prioity ouUtil I z pr gtority( 2-1 per year elate to AMUaum project1 lap*ace (uvalelo Iteimcors

Socil eas o intk dmuble Low priority only low priority In ry l1gb priority (IS) 1-2 pr yer CWISImjr 214 per year f werall auppv y ltletaI based

de_n poitiof_riSultme WA, L1 prerity it tow priority la vi SedIM priority () 12 per yr Ccc

Chriti an Euation manr only Lou priotrit 01-a Low priority Viodium priorit (B) Ocainl TiIh

U Sience Ltit Lw priority 2 only L- pdrioty Medium priority (S) 14 per wyr 12

I

Induotre Aot" Limit intake iu priorty o only Lw priority Medium priority (9) 12 PoM year

- C,

Creativ Acts Maj or pririLty nne} itdi priority (2) Oceb t bsed

Phsol Eduction Maijrs 314 prity n Ndim pririty (0) Ofctpil . ? iOd OC based(ilepplioable) in-ser~~~104vice

met"es Booed anVormbo w aorn Seoweday Mecbor eman adSupply, Table Ls and AsAsh I.*ohm la_bcaobfto utu to vooher in the an ift fAbo would be etligible* to take m chours.

I

-56- ANNEX 8

SELECTED PROJECT INDICATORS 1/

Item 1992 Base 1999 Taret _ Cu L-

A. Students -ML F 1 M F.L 11 M 1 AlAl. Enroilnmst

Non-poject Secondary (SS) 1,872 949 34 1,80 1,020 36Non-project Junior SS (JSS) 1,003 664 40 1,000 810 458 Project SS 1,424 826 37 1,770 1,450 45S Project JSS 0 0 0 405 330 45AB Secodary Schools 4,299 2,439 36 49S 3,610 42

ffF SP ffFA2. Day/Boading ICay Boud 148d .av- Bgd AREA d Ru Bz4L Had

Non-proJect Soondary (SS) 100 2,721 32 120 2,700 35Non-proect Juidor SS (JSS) 15 1,6S2 28 110 1,700 358 Poect SS 315 1,935 30 545 2,675 455 Project JSS 0 0 0 735 0 0AD Sewondary Schools 430 6,308 30 1,510 7,075

A3. Examinaton *pwl3 aimStaunda 6Form 3Form S

A4. Tansit riates (%)Stbdard 6/Form 1 25 40Formn 3/Fom 4 30Form SISICHEForm S/Form 6

AS. Emroimait as % of ag grwup:AD seodary schools 11

B. Teacher8Bi. Natnal/xpatriatetZF

Non-projet Seconday(S) 1741 1 ( 8 8 )Noa-proectluniorSSQISS) i /100/ I I /8 Pri.ect SS I /128/ 1 I 1S Poect JSS I I 0 I I IAUlSecondary Scools 310/ 921 4 02 I I I

I/ Data to be cowpleed during pioject iple ntation by IPU nd updaed annuafy.

-57- ANNEX 8

1992 Bast 1999 Ta"-2uA

B2. Averag Teahing Load (Periods/Week)Non-project Sconday (SS) 17 28Nou-project Julior SS (8ss) 20 28-308 Proect SS 18-20 28-30S Project JSS 0 30AD Secondary Schols 18 28

B3. Teachers' qualifications:Nationals witb: degtees 54

undergraduate diplomas 222other 31

p tth: degree 67diploms 18other

B4. Amal tacher attition ratePm teachers 5% 3%Seconduy ahers 4% 2%

C. ScolCl. Non-teaching Staff:

Non-project Schools13 Project Schools

C2. Averg Number of Texs per StudentForm 1-3Foms -S

C3. Unit Cost per StudentNon-projct Seconday (SS)Nonproject Junior SS (JSS)8 Pro!ject SSS Project JSS (nonboAl Secondary Schools (aveng)

C4. Claomslspedalized labs per school CR/LAB CR/IAB CRLABNonprojc Secondary (SS) I /Non-project Jiuior SS18) / I(I8 Prect SS 1 IS Prject 188 I I AM Seondary Schoob I I

CS. Number of Classes (F. 1-3/P.4S) ,13/p.4S F.1-3/.4-5 , ,Non-proct Secondar (SS) 53130 53130Non-ajet Junior SS (JSS) 4714 48148 Project SS 66/6 66/26S Poect 1SS 0/0 21/0AU Seowndy Scol 166140 188160

- 58 - ANNEX 8

D. Teacher Devdopment 1993 1994 1995 199C 1997 1998 1999Dl. Pr-sevice (Planned/actual) AA F VA V VA

SICHE Diploma 65/ 651 65/ 65/ 651 651 65/SICHE Advanced Diploma - 2S/ 25/ 25/ 2SI 25/ 251Overas Diploma 3/Overas Dogr 15/Overam Post-degree

D2. In-semrice (Planed/actual)Prmay Headhaser 250/ 250/ Primay techers 100/ 100/ 100/ 100/ 100/Sconday teachers

Annul ConferceSubject I/S Participation

NURSE TRAINING INDICATORS:

1992 1999 Anuid ReviewData Base Taget 199

1. Enrollment (SICHE):Certificate in Nursing:- Capacty: 75 150- lst year 30 50- Oput 25 45

Poet Basic Cert (Midwifery) 0 15

2. SICHE Staffing- Prof Establshment 14 20- OndstrOW& 12 20- Planned/actual inserv aining / /

3. NURSE EMPLOYMENT TRENDS (MHMS)

- EmployedTotal 475 586Goveent 407 na

- VacieOvea 32 0Gov _mnen 28 0

-Nse Graduate LaborMak ExperiencePeren placed:-2months > God 100 100

-59- ANNEX9

STRUCTURE OF MIED MODE CURRICULUM

Prindples:

* To give a balanced education, secondary students continue to study a funrange of subjects in Fonrs 1 to S.

* Generally, the number of periods at each form per subject would be thesame.

* That, as in the present Solomon Isads School Certificate examin s,Englsh, Mathematics, Science and Social Studies would be examinable asmandatory core subjects, other subjects wud be elective.

X An allocation of forty academic periods per week with each being 40mines in length as oudined in the following table.

-60- ANNEX 9

AiOcation of Perinds

Subjec Number of Periods

Busines Studies 4Chrstian Eduation 20Eiglish 6Mathma.cs 6Science S5Soi St"dies SArultue 4

dUstria ArtsHom Economics 4 + (2-4rCrave Ats 2Physical Education 2

Tota 4l + (2-4

*Curmntly in Forms 4-5, Chdsian Education is replaced by New lestament Shtuies which isfi y allocated 4 periods and in some schools is a mandatory examinable subject.Chnstian Education is theefore held by mny to be a key siect, and schools may want toincrease the allocation to more than 2 periods. MBHRD might suggs options fori do his,includig a ible reallocation of penods after a more thoough review of the neeO o

cs, Science ad Aricuu. Oher opI are to increase the m ds in the week byuse of a 6day week: (eah academic week is a6-tsy cycle, giving up to 4S pedods rather than40 per wee with the beginning of esa acadmi week woe daylater ea we), or the

gof additnal clsses afer th end of the adamic day.

The umbe of periods alocated to Science will depend upon the reiw of scice educath sciene prqect team considea 5 periods adequate for Science to be taught as an

m en subject. However, me scienm may aldy be tauht in Agriclt, sothe combined aiocation of 9 periods to dte two subjects might be too muand sould bereconsdrd in the light of ahsequent subect curriculum rviews.

Th allocation of 4 periods to Industial A Home Economics inside the fornml academic dayand 2-4 outside (posibly in tho afteroon) allows MEEIRD to fiuter encourage those schoolswhich want to teh Home Economics and Ihdusti Arts to boys and gids in common to doso. Of course, if they do then tho allocation of 4 periods within the fonma time-table wouldpobably not be enouh. However the pactial aspects of Hom EconomicF nd IndusalAts coiud b desig to fit into aftenoon activities of the sho. Tberefone, one posblesoltioan to the scacity of time in th forma ttab is to povide the equivaliet of 2-4peiods of pcial inatsuction a week in these subjects as pt of work and arden activity.This pr re also has the educational beefit of helping aw the fonral academic ande Gtracur r activities of student and thereby strengathng both. As an educatoaprinciple, it equally applhes to Agiculture, Science and Creativ

Sourc Davis Report, p. 23.

EDUCATION MAlTERIlSRMARY PRODUCTION BUDGEr (US$)

Tear Subject 1994 1995 1996 1997 1998 Totals

Prep Baths01 Baths 29,38602 maths 23,208G3 Bathe 23,208G4 Bathe 23,310aS Baths 23,20806 Bathe 23,310

Prep Language 60,58001 longuage 70,06802 Longuage 85,563G3 LaDguage 99,14704 Laguage 99,147aS Language 39,590G6 LaDguage 39,590Teacher Guides Book P-2 3,993 HKHDDTeacher Guldes Book 3-6 3,993 ivEUR

03 Co= sStudies04 Com Studies 128,1910S Cm StudiesG6 Oma Studies

03 ScieucelAgr04 ScienceSg / 128,191GS Sciencele r06 science/Agr

NMi Packages 6,826 6,826 6,826 6,826 6,826

Totgl 190.068 23E.044 224.845 139.010 139.010 930.987

-62 ANNEX 11

SUPPLY AND DISTRIBUTONS OFEDUCAIIONAL MATEIUAlS

1. Ihe policy for the supply of educational material was clarified durigappr and it was agreed that the promemnt process for educational materiawould be re-cenalied. It would result in the pret educational material gnt ofabout SBD 15.00 per student being re-centralized for cental stock p nt.

Primary Schook

2. The grant or annal allocation, for books, chalk, educational materialsetc. woud be cenrlly conollet to reduce purchasing costs, improve efficiency andincrease the availabily of materias and textbooks in primary schools. Basic principlesand procedures would be as follows:

(a) MEID would re-estblish a shool order form listing txtbook andnecessary educational materials (with prices). The school would beadvised of is total allocation (unit allocadon per grade x number ofstudents per grade). Each school would control its own allocationalthough the fund would be red at the center to filitte bulkprourement. On that basis each school would identify its anticipatedneeds for the following year based on the allocation;

(b) To ensure effective response to needs, each school would be asked toprepare a list of all exisdng books and mateals available for each gradeand sineuly to identify shortages in comparison with the list ofnecesay books and equipment prepared by the MEHRD primarysection under the coordination of CDC) in consultaion with theprovii authoriies. Thus, priority subjects (anguage and mathematicsand teacher guides in the other subjects) at the exitn policy raio ofone copy for every two stdents would be covered first (Annex 10).Needs are likely to exceed the resources available and would have to besupplemented by parents and communities. In addition, the processwould be dependent upon the availability of a stock of imported booksin a central warehouse together with materias being produced by CDC.Prcremen should only be re-ntized if SIG and MEHRD can infact establish a central stock and if MEHRD is allowed to collec andretain additional school or pdvae funds to replenish the stock; and

-63- ANNEX 1

(c) Once the priority subjects were covered, schools could increase theirallotment to other subjects and to reference books (based on a MEHRDsupply plan). Since the allocation is unlikely to satisfy school needs, asecond form indicating the school's or province's individual request(s)could be attached. Upon receipt of the funds, which would be placed ina specal bank account under the control of MEHRD, such additionalpurchase (usually from fees, parent contribution and other sources) couldbe included as part of the national bulk order. Mhis would facilitate thetask of parental or school groups who raise funds to increase theavailability of educational materis in the schools.

3. The main procurement process or steps that would be used for primaryschool materials are as follows:

(a) Annually in June, MIEHRD would forward to the schools the order formsasking each school to indicate the quantities reeded (based on SIGallocations and for individual orders);

(b) About July, the school response/order would be forwarded to theprovincial offices for consolidation. The province would send theconsolidated table to MEHRD including the individual school's requeststo allow packaging and direct distribution to each school;

(c) Tabulated provincial lists would be received by mid-August amually.MEHRD would consolidate the orders and contact book and materialsuppliers to obtain proforma invoices. Books in small quantities couldalso be reprinted by the CDC or by private printing firms following atender;

(d) About Septmber, MEHRD would process the orders through theGovernment Supply Office (GSO) on the basis of the proforma invoicesor tenders;

(e) All orders would be processed by mid-October and delivery would occurduring Januazy and February annually;

(f) The textbooks would be prepackaged for each school and not opened atthe provincial level (a copy of invoice would be given to each provinceso it could verify receipt during administrative visits). Other materials(chalk, paper etc.) would be packaged and organized as desired by eachprovince. The GSO would have to supply MEHRD with adequatestorage and warehouse space and packaging to ensure the timelyexecution of the deliveries. GSO under the guidance of MEHRD willmanage the warehouse constructed under the Third Education andTraining Project to hstock education books and educational materials andin that vein make all efforts to respond to provincial and school ordersthroughout the year.

- 64- ANNEX 11

(g) Each year a commtee comprising the Prncpal Education Officer (PEO)Prmary (cordna ), a provincial esentative, CDC subjectspialts/primary offices, a teacher representative and a GSOreprentative would update the list of materials and boob. MEHRD inconsultation with MOFEP, would determine if the fn allocationwould remain unagd and what peentage would have to be coveredthrugh cost recovey/fees etc. arriving at an amount that would allowa susinable supply of books and educational materials;

(h) To facilitate the above operation, SIG would establish under themanagement of MEHRD a special bank account where funds receiveftom the schools and provinces would be deposited. The release of tesefuds would require signatures from the MEHRD and MOFEP; and

() The funds from the IDA Credit would be used to iniathe fir stock.Annual Goverment contributions and cost recovery funds would then beused to replenish the supply in the long-term.

Secdary Schoob

4. In the case of secondary schools the purchase of matedals would beundertakn by each shool. The present practice of each sudent paying for his or herown books or having the schools buy all the books and chargin each student a bookuser fee equivalent to about 1/4 of the cost of the books (to allow rwurchase oreplacem every 4 to 5 years) would be formalized. SIG would continue to allow this

actvity to be self-fmanced. The IMA project would assist with the origial stock ofbooks. The proce that would be used for secondary schools would be as follows:

(a) On the basi of MEHRD/CDC lists/order forms, school would preparea list of needs about August each year;

(b) lit of needs would be sent annually to MEHRD (Secondary PEO)about September and collated. By October, book suppliers, CDC orprivate prin would be contracted using proforma invoices forpurchase or prnting of the books;

(c) Contracts for purchase or reprint would be finalized during October/November annually wih delivery, in individual school packges,undertaken from Januy to February yearly;

(d) The funds for textbooks and equipment would be handled by eachsecondary school through a separate bank account which would besadied annuay by the provincial finance unit. A copy of the auditwould have to be received by the MEHD by August each year topermit the following year's al on; and

-65 - ANNEX 11

(e) Mlm proement of oter educational materis (cluding equipment andfirnitu) would be handled by the schools individutilly.

5. SIG and MEHRD have indicated that the GSO is agable to thesprocedues and has the capaciy to: (a) undetake the acquisition of book andeducational maotrs stc; and (b) assist MER with the ordeing, receipt, sorting,packging and distbution of materials directly to the schools. It Is expet that GSOwould dharge a small fee for the . , e (to be agreed agreed on an anmua basi). Thisis satisfactory.

6. To facilite the effective response to school needs CDC, which producesa high percentge of the primary and some secondary materials, would in addition tocharging actua production costs for its materas ensure sufficient cost recovery toenable it to reprnt annually the needed textboks, teacher guides and supple ybooks and meras. CDC would be allowed to retain funds received from the sale ofits maerials and use such funds for ongoing producton to allow sustnability ofeducational maeis wit the schools. An account under the control of MEID/MOFEP and audted by the Accountant Geneal would be established for that purpose.

7. SIG/MSEHRD have agreed to Implement cost recovery measures and toimplent the abov replenishment policies to sustain an aual supply of educationalmaterials.

-6-ANE1

h llv~~~I

] v s s . £)~~~~ j _

:3nt 1 I* Xl

I' 1l8

X X~ . 1 a §"g|

-67 - ANNEX U

NURSES ADVISORY COMMIrtEE

1. Ihe Committee, to beestablishedjoindyby the Permanent Secretary, )AHMS, andthe Director, SICHE, would comprise the Under-Secretary of Health Care, MHMS (charpe );Chief Nursing Officer, MHMS; Medical Superintendent of Central Hospital, MHMS; Director,SICHE; Head, School of Nursing, SICHE; and Director, IPU, Ministry of Educaton. Mhecommittee would be empowered to co-opt other members at its discretion.

2. The inter-ministry Committee would provide a forum for discussion of the oveoperatios and focus of the School of Nursing and Health Sciences at SICHE and provide a formdlink with the Solomon Islands Public Health and Medical system. Acting malsy in an advisoryand review capacity, the Committee would, in the contex of the project:

(a) review the curriculum and implementation of the nurses training component;

(b) review cross-ministry and insttional issues which may aise;

(c) make recommendations to the appropriate authorities about the resolution of nyissues or problems requiring int-deparment cooperation;

(d) review manpower policies which effect nurses training, qualitatively andquantitatively;

(e) review and make recommendations about proposals resulting from consltingservices provided to the School of Nursing and Health Sciences;

(t) provide liaison with the provincial departments of health on matters related tonurses traing in provincial facilities and make recommendations about theresolution of any issues which may arise in relation to this function;

(g) when, and as necessary, review budget allocations associatd with this componentand, make recommendatins about the reallocation of resources If this becomesnecessary; and

(O) periodicaly review the functioning of the communty-based training program fornurses at area health centes and rural health clinics and make recommendatisas necessary.

3. Ihe Committee will meet three times yearly or more often as the need may aiseand at the discredon of the chrpeson. The committee wil appoint a secretary to keep minutesof the mee_tp. The mimes of meetings wi be submitted, inter alia, to the IPU wihin svendays from the time of the meeting and will be made available to the Bank during superviminssions.

-68- ANNEX 14

SICEE, OFF-CAMPUS AND NURSES FACILITIES

FxDM TRAMM Sins FOR NURE

The flowig stes for comunmty4ased training have been selected:

MAa: 2-3 students. There Is new dation at the Rural DevelopmentCenter. It is proposed that SICHE negotiate wihi the Mmistry ofAgriculture to rent a staff house on a permanent basis.

Totonp: 2 students. A bush house is avaiable now but wi need to be replacedduring the project.

Aod: 4 second and tird year students and up to 14 first year stde at one time.Costruction of two houses to acmmodae up to 18 students and 1supervor will require the appvl of the Area Council.

VIsale: 2 students. Renovaton of a room within the clinic.

:Mithoba: 2 studens. Proviion of a semi-permanent house.

Fauabu: 2-4 students depeing on supervisory staff. Formal agreement needs to bereached with the Church of Meanesia. Pwvision of a semi pec_house.

bta'9n.: 2 sdents. Provisin of a semipermanent house.

Malu'u: 4 students at clinic. Semi-permanent house to be built at clinic. Ifredevelopment of general site means that there is no space for the housethere is an alternative site on MHMS land.

Kwaibeu: 2 students. Provision of a semiperman house. Formal agreement needsto be reached with the Seventh Day Adventist authorities.

Takwa: 2 stdents. Provison of a semi-pmanent house. Formal agreement needsto be reached with the Roman Catholic authorities.

Gwanotlob: 2 students. Provision of a semi-pennanent house.

AiiM: 4 sxtun, 2 to be atahed to a mursing seevice and 2 at the Adki clinic.A ommedgion at Rilu-ufi Hospital with studes on clinical atachm.

Summary: The project will supply 10 semi-permanent houses, renovate flities at onesite and assist with rent costs at one site.

-69- ANNEX 15

STAFF DEVE1LOPENT TRAININGMAERD AND PROVINCIAL EDUCATION OFFICERS

IN-COUNTRY TRANING

TalWnems' DMv laComoonent 1993 1996 Total

1. Senior Managers/PEOS:

a. Budget, fiancemonlaoring, eauadon 10 10 10 30

b. Work pnlng,supeio ec 10 20 30

c. Team building,human relations 10 10 10 30

d. Educational planing 10 10

e. Filing management S

2. Skill Traing:

a. Wridng skills 3 6 6 3 18

b. Basic accountn 3 6 9

c. Budget planing 3 3 6

3. Computer Training:

a. Inroduction 4 2 6

b. WordPerfect (2 units) 6 12 18

c. Database Management 3 3 6

d. Lotus 3 3 6

4. Specialized Training:

a. CDC Wordproceing 9 9 18

b. Pri shop mannance 3 3 6

c. Libraia 3 3

d. Facilities maintenance 3 3 3 3 12

5. Conferences:

a. MEBRD/Provincial 5 5 10

b. Asement, SPBEA 5 5 10

c. PrlmaryHs, UNESCO 10 10 20

Totl n71 l S 16 25

Souce: MEHRD, November 12, 1992

la Proposed mnmber of trainers' days to include n and delivery of tg byon or more trainers to gmups of about 10

- 70- ANNEX16

SUMMARY OF OVERSEAS FELOWSSISTECHNICAL ASSISTANCE AND PROJECr MANAGEMENT La

Consultantellow DPComponent Yr I Yr 2 Yr 3 Yr 4 Yr 5 Tota

A. Overseas Fellowships:1. Short-term atachments

a. Project finmcing - 30 - - - 30b. Project managemen 30 - - - - 30c. Chief inspector - 30 - - 30d. Director, CDC 30 - - - - 30e. Warehousing 45 - - - - 45f. Teacher education (30x2) 60 - -- 60

Subtoa 62Q

2. Long-terma. Educational planning - 120 365 240 - 725b. Nurse 1:ducators 900 1,440 540 720 - 3,600

Subtotal LQ Li.6 2D9 26Q 4.55

B. Technical Assistance:1. Inspectors course writing

delivery (24) 30 130 20 - - 1802. CDC policy (2) 30 30 - - - 603. Production specalist 30 30 - - - 604. Teacher educator 180 - - - - 180S. Curriculum development

coordination 180 360 360 180 - 1,0806. Warehouse specialist 30 - - - - 307. Nurses' Curriculum 160 40 40 40 40 320

Subtotal Q 420 ZQ 4Q L0

C. Project Management:1. Technicl/physical

coordination - 365 365 - - 7302. Site surveys 180 - - - - 1803. Managementlprocurement

coordinaion (14) 120 360 360 120 60 1,0204. Policy handbook 30 30 - - - 60

Subtot 30 m miQ (I.

2200 L2 L30 I= s L7s

a IDIA should be considered as the donor of last resort Whenever possible, oversespeaists should be finmced from bilaterl grant aid.

oe teaher educator curriculum review will be financed through the Japan GrantTh tehnical/physical cordination should prefrably be financed/recruited fromvolunteer organizaions at lower cost on a long-term basis.TORs for all posts are elaborated in the Working Papers.

-71- ANNEX 17

FNANCING PLAN FOR EDUCATION

F0MLuAS FOR DETERMIN UNr REcuRDu?r ConS

Pimary Education

1. The annual identified needs In primaty education are lsted below:

Needs and Costs Grades(per pupil) 1-3 4- 6

SBD

Class Suppies La 2 3Textbooks 1 7 12Consumables 22 38

Subtoa 31 S3

Maintmnce 40 40

Total mn

Source: Estimates by the Primary Division of the MEIRD and the Mision In 1992.

LS Incd calkc, paper, and other supplies estmated per classroom and unit costsobtained assuming 35 pupils per class.

1 Assmes one book to be shared between two chilren and to be replaced everythree years.

2. RequfMet The ammal unit recrent cost required for primaryeducaon has been calculotd by MEHRD using the fllowing forula, and ismmmarzed in a table below.

-72 - ANNEX 17

alal + b/(n*y) + c + m/N=UC

Where: a = cost of class supplies per class per yearal = average class size (e.g. 35)b = costs ofone fil set oftextbooksn = m bers of students sharbqg a set of textbooks In chs (e.g. 2)y numnbers of yeas books are used before replenishment(e.g. 3)c = cost of consumables per student per yearm mantenance cost per school per yearN = average number of students per schoolUC = unit cost per student per year

3. Once MEHRD, following the necessary consultation, has determined theunit cost (UC), it then advises MOFEP using the formula O) below and after thenecessary consutaton, MOFEP allocaes funds on dhe basis of formula (di) below:

Formula () UC * E =R (p + o) = PA

Formula (ii) PA * E = AA

Whe&e:UC = unitcostB = Enrohlent (E/i +E/2+E/3+EU4+EB5+E16 E) grades 1-6R = requiremntp = paental contrbluono - other funding or contribution(s)PA = proposed allocation per schoolAA = acul allocation per school

4. Acual Resources Avaable. Ihese figures are to be contraed with aunit subsidy from the central government of about SBD 14 per cild in 1991 (SBD 15planned for 1992). Provincial govermments have tended to tranfer less to primarysdhoot prvied by the ctral budget The acu level of paeal contributiocould not be estimated, maniny because ftese are paid as infomal contributions ratherthan official fees."

5. Unit Cost Formula for Central Fiacing. Cenr grants to provincesshould be determined by multiplying the estmated unit cost per pupil by the expectedenrollments. As a second best estimate, the actuad enrollments from the year beforecould be used. The present level of unit subsidies per student of SBD 15 would bemaintained i real terms, but would cover, as much as possible, of the textbooks andclassroom supples with very little, if any, for consumables. Ie aurrent level ofcentral fiancing can oniy cover 15-20 percent of the total requrements, and it ismportant to target central subsidies to essential quality inputs. In practical terms,schools would receive an entitm to order xtbooks, classroom supplies, andconsumables from the Iht supplied by the MEHRD. Schools would be expeced to payfrom their own resources for dte bulk of heir consumables.

- 73- ANNEX 17

6. Since many school supply costs are for items that are relativelyinsensidve to the size of schools, the same unit cost formula may be applied to alischools. Similarly, modifications to account for different levels of stude maycomplicate the calclation more than provide any benefit. lhe varistion in distanceswould be Inplicity cross-subsidized though the ME application of a sinsle set ofprices to all schools. MEHRD would contie the practice of only covering distributioncosts to the provincial capitals and the province and schools would continue to beresponsible for local costs.

Secondary Education

7. Requimnt. Te foliowing table lists curnt annual unit costquis for secondary education, which is incomplete owing to a lack of data on

needed materials, supplies and their prices. Thes would need to be filled in, as theybecome available from the CDC and the secondary division in MEHRD.

Needs and costs Forms 1oo 3 Forms 4 to 6(per pupil) Day Boarding Day Boarding

Educational supplies 50 50 SO 50Textbooks La 400-450 400-450 400-450 400-450Science equipment 40- 50 40- 50 50-70 5S-70Consumables O 125 125 140 140

subtotal 6154675 61S67 690-760 690-760

MaldtSnancefL 55-80 100 55-80 100Boang expenes - 400 - 400Housing expenses - 300 - 300

Subtotal 55- 80 go00 55- 800

Total C7bM 1.41St.47S Z412 IA-14 60

Source: Mision estmates.

La Estimated book costs in SBD: mathematics 75, science 140, business sudies 50,English 90, agriculte 40, industial art 80, physical education 30.

L Estimated using 1991 equipment estimates in PNG for lower secondary schools,and assuming 20% repleismet needs. One lab to service 200-350 sudes.

/c Includes pen, pencils, exercise bools, paper, prtor sets and shnilarcnsumbles.

Ld Estimated as 1% of unit constucdon costs for one or two JSSs and two or morestream boarding schools.

-74 - ANNEX 17

B. Acdal Central Subsidies. These costs are to be contrasted witi centraunit subsidies and fees planned in 1992. Some provincial governms claim to haveprovided additional resources but no details were obtained, thus that line has been leftblank in the table below.

NSS NSSL& PSS Honiara GoalSBD

Central Government 780 350 345 55 350Provincial gov't - - - -Parental contribution 250 350-770 150-250 270 350-770

Tota "a ZML1.120 ZEM0 M ZLz12

La Church NSSs.

9. Unit Cost Formula. Untl now, te central grants to individual schoolhave also covered all costs including boarding related costs. Given that the unit subsidyof SBD 350 would only cover 30-50 petcent of the actua costs in fte case of boardingshoos (para. 7), the central subsidy would be targeted to cover the essential suppliesand textbooks as a priority. The following formulae would determine the levels ofsubsidie to individual shools:

Formula

S _mmsd Mainwance Bori Univtday (d * s) + (d *m) + (-) DUCboarding (b * s) + (b *ml) + (b *B) BUC

With e latter two formulae identifying day and boarting unit costs and resultng in thefolbwing scool detemition of costs:

(DUC * d) + (BUC * d) = SC

The school via the provinces then submit the details to MEHRD for review and theyin tn, following furter consultation with the provincial authorities, would dete minewhat pacente of the actual costs could be covered by SIG's unit cost allocation takingino considerion cost recovery measures such as parental contributions and other

ces of revenue. Based on that analysis and on an agreed unit cost MEHRD wouldsubmit a budgetary request to MOFEP based on the following:

A school cost Is: a (forms 1-3 + forms 4-6) * (BUC+DUC)= A

-75- ANNEX 17

Whr:a = number of studenb - number of boarding studenB = boarding costsd = number of day sudents8 = unit cost for sdhools supplies an textbooksm unit cost for main ce of day schoolsml -unit cost for manance of boardi schoolsEUC -boarding student unit costDUC = day student unit costSC = total school needsUC = unit costA = Allocation

While s and m should refle as closely a piunible, the real unit wo, the boadinsubsidy per stdent would only paly covx the real costs. Under ths scheme, dayscools could receive all of their operatonal costs as subsidies frm the government.Boading costs as well as travel costs, on the other hand would expect to be almostwtally paid for by parental fes. Ihis might lead to different fees for day stu andboarders, and Is likely to encourage more day sudets. The goal would be to maintainthe amn unit subsidy at about SBD 350 per boarding sent and SBD 50 per daystudenL

Planed Centra Unit Subsidy per Bowding Pac ad EsImated Leves of Fs(subsidy/fee)

1993 1994 1995 1996 1997 1994 l99Subsidy Pee Subsidy PFe Subsdy PFe Subsidy PFee Subsdy Fe Subsidy Fee Subsidy Po

NSSs 700 250 620 540 460 380 350 350 00-NSSs 350 350- 350 *350 *350 *350 *350 *3S0 350-PSS 350 150- 350 350 350 350 350 350 350-

* To be determined.

10. Different tspoation costs owing to distae would be imrlicitlydjuted to arrive at unified prices for all schools for supplies and teiooks.

Differen treatent of schools of diffm size would be introduced through a moredetiled analysis of costs, aspecially maWnten , which is likely to vary depending onscale. Cos diffentials owing to level of education cold be In the fure explcilyajusted annually tirough the application of unit costs for school supplies andtexbooks.

-76- ANNEX18

FINANCING PLAN

ROLS AND RIsoNsInus oF RzizvAwr AGENcuas/OmcLus

1. Ihe following oncepts would govern the finnig plani:

(a) MBEHRD to function as a technical agency for establshing policies forresource allocation of central fimds for education.

(b) Provincial govemen to be responsible for ensuring effective prov -ionof educatal services to respective provinces fthugh monitorng devaluation, and allocation of provincial resources.

(c) Secondary schools to be responsible for planming and administraion offiuds allocated to them, subject to supervision by tieir boards ofmanagmn which should have repreves from provincialgovernment and the parents.

2. MEID

(a) formulating inestment plans for new school places.

(b) ogWniz centralized prouremenmt of scool textbooks, fnire andequipment.

(c) hiring and assigning teachers.

(d) fomulating prosed unt costs and guidelines.

(e) providing MPG and MOFEP with enrolmet data and unit cost formlaeach year to ensure effective budgeting following consuion withprovinces.

(f) proposing a range of acceptable fees, and approval of spedfic proposalsfrom sdcols.

(z) makn budget proposals for NSSs based on Its own unit costs andgukdelhe.

-77- ANNEX 18

Qi) designig principal requrmes for ensuring fnacial accountabilI ofschools.

3. Nationl Educaton Board

(a) submitting of the proposed range of acceptable fees to the Minister ofEducation and Human Resources.

4. MPG and MHA

(a) ensuring tat budget proposals for central fiacing of education Inprovinces are based on MEHRD guidelines and unit costs.

(b) monitoring to ensure effeive use of funds by provincial govements.

S. MOFlP

(a) advising MEHRD on the inflation rate to be used for budgetingformulae.

(b) consog a national educational budget proposal based on proposalsfrom MEHRD, MPG and MHA.

6. Provinda Educationa Offices

(a) making recommendations to MEID on new establishment/eionand closure of school.

(b) proposing modifications to MEHRD unit grats to allow for special

(c) making additional finds available from provincial resources.

(d) administg the prourmen of goods and services such as travelexpenss.

(e) monitoring to ensre equitable and effective In of policieswithin the province.

(f) guiding and training of key school staff for effective financialmanagement.

(g) d natng school budgetary informadon to swhools.

-78 - ANNEX 18

7. Ptovindal Tlasurer

(a) etablishing a separat account for primary school grant, or oterwisensui that the education budget is not used to subsidize other linetems in te provice.

(b) establshing individual eondary school accounts to which both etralgrants and fees would be deposed.

(c) initially asisng schools In keeping accounts, and mang sure th atmonthly reports are delivered to schools.

8. Schools

(a) proposals for a specific fee level.

@b) collecing of fees.

(c) admini the use of collected fees for boading expenses,maintnanc and supplies.

(d) finanial reportin to provinces and school boards.

-79- ANNEX19

FINANCING PLAN

MEDIUM TElRM FhNCING PLAN

1. PrImanry Education. A simple formula of SBD 15 per pupil wouldbe applied country-wide in FY1993, based on estimated enromnts. These unitcosts would remain constant in the real terms, with nominal additional amountscalculatd annually using an inflation factor endorsed by the MOFEP.

2. Secondary Education. For FY 1993, th separate formulae basedon average per student subsidies of FY 1992 for govemnment NSSs, church NSSsand PSSs would be used (fuure secondary and junior secondary schools). BeforeFY 1999, these ree formule would be gradualy merged to be replaced with asingle formula, consting of a unit recurrent subsidy per student plus adjustmentsfor school size and distance. This would be equivalent to the current levels ofcntral grants for the PSSs and NSSs, i.e. SBD 350, which is efimated to be atmost about 50 percent of unit non-teacher recufrent costs. This would Imply thatthe tuiton fe charged to parents would have to cover the remaining 5O perent ofthe operating costs. In order to arrive at an appropriate formulation to adjust forschool size and distance, each school/province would be asked to monitor all schoolrdlated costs in 1993. Using these data, new adjustment terms, which wouldintroduce a modest variation of subsidy levels among schools, would be itroducedstardtng in FY 1995. In the following sections, the manner in which a unitrecurrent subsidy per student is to replace three separate subsidies are described.All figures presented are given at 1992 prices, and need to be modified forinflation. It is particularly important that all schools be given the outline of thefinancing plan, so that they can anticipate changes, and plan accordingly.

(a) NSSs, King George VI and Waimapuru, which currently receive themost generous levels of central government support at about SED780 per student, would receive SBD 80 less per student each yearstarting in FY 1993, such that their unit recurrent cost subsidy wouldbe reduced to SBD 375 by 1998. Given the expected inflation rates,such reduction is likfly to mean a constant levels of rewures innominal terms, with declines in real terms. The shortfall would needto be covered by increased tuition fees charged to parents or reducedcosts.

-o- ANNEX 19

(b) Church NSSs. This group would be affected the least by fteprwposed finaning plan, mainly becaue they are already chargingvariable levels of fees to cover their costs, and would continue toreceive the equivalent of SBD 350 per student.

(c) PSSs. All PSSs woud receive SBD 375 per student in BY 1993 to1995, the average unit cost allocated for FY 1992. T'he introductionof unified curricula is expected to increase tir undt costs by at leastSBD 125 (to bring them up to the lowest church NSS cost structure),and the difference is expected to be covered primarily by increasedfees to parets and where possible through provincial subsidies.

(d) Detatlon of fee levels. Fee levels ought to be determined bythe individual schools based on their needs. This is in fact alreadypracticed since the range of fees is determined based on requestsfrom individual schools. The role of the onday division in theRM D would then be one of monitoring to review (a) shortfall of

the government resources in covering the required recurrent costs;and (b) the possble adverse impact of high fees on lower incomechldren.

spot u6mf

§ § ews~~96" ODM 6sw e t 6tobZ tt ll s 9s° l sm 'i''"1

~~~~~~6M ......... ;~ w...... ..................... -T .. w. b --!n !* -*

Itl#t O~~~su Wm 9" SU imt ISK _mt 9 if e 966IS "1

0199 n ~~llU#t It 0St lDW ecu W10"s 059 etues oeosst suesb onism owtZ _ otZ 00" ettI U tS lo

VMS 6 lS otn t Dom s nit O es6n "reWm o a 6 o e W om uom %U U"l.

............ ............... ......... ............... ..... .......... *viwv .... ... .......... -....... ;........ ;..* ¢oo*........ .... ;o ...... ........

~~~~~~.............................................................. ...................................................... -..... . .

It1 Wt Vf S Oltfs on opeDS "Mzt e ec#son MIN enS Oml on e" a" eD" 0f PM4F4a

,.,,.._,, .............................. albx................................................................................... 11mde

0~~~~~~~~~

ii~~~~~~~~~~~~~~~~~~~~onom a nos 0 a sooU s

ous*m £ 301935 00018f HltL 00i0 OIDOM omit oIoos lSflI9 mmUI 510, 600 ff6511 503091 $ W 4Pe Po I

oA S16 o 00 6 0 0 0 0oK 00 0 0 O 000 0 0m OU0Il

P5160 11 a09 095 0014 U91 09 0 330659 a@69 suww otwi owno ucog 00169 fosobcl s "iuAn 14 It

3091 61 061 000 0"VMS VA 096119 131906 0v 0 & 0095P IA 1 5

...9 I . 16 ... 0..0........0... 961A 0i0p611 091 000 0 000093ow140" 081 IN Swu~

awoos it isLam 4 00906519 0000096 090699 1110$ 005 01569 @619 54959 (903 0611 0 0(a9 9 00001su UIMI

OL}MON 1LANDS

h4ecS8 by Yer and Frpu

Totats Including ContingenciesUSt

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

1993 t994 1995 1996 199? 1996 Total

A. Seondary Ed Expenmion1. Upgrading of a PSS S0349 13SO30S 336180S 1186S12 0 0 59489722. Fors 1-3 In S JSS 20976 S5S910 1168536 318200 0 0 206M43. Von-Teacher Costs 0 0 60403 120805 120805 120805 422619

....................................... W.........;..................;....

Sub-Total 71325 1909815 459046 162S517 120805 120805 843901S

3. Teacher Upgrading 101936 152044 15S11 33618 36450 39540 379097C. Curricutum and Materials

1. Curricutna Dewelopment 95593 257806 85317 48501 8740 9062 5050392. Materiats Production 160045 561247 327884 332462 219493 228088 18492183. In-service Training 5245S 153395 16S794 130277 140870 9475 77542

.............................................. .... i.................

Sib-Totat 306093 992448 578995 511240 369102 331921 3091799

0. Nurses Tralning1. At SICNE 36799 1455768 452907 156S77 199272 137929 2770451 22. In the Prowinces 999 92389 12729 21813 36650 32522 206102

Sub-Total 377996 14s8157 465636 178390 2352 17451 2976S53

E. Staff Oevlieto t 64726 1756 100430 S0556 0 0 386266f. Pro ect Npt and Studles 180881 526991 511900 154683 70210 74045 1S187106. Cyclone.retlief 179866 1820134 0 0 0 0 2000000

............. i;.......;;;....................;;;....................

Totel PROJECTS COSTS 12824 7120145 63218 2554005 83249 736761 18791442..................................................................................... ..........................

49/1993 10:26

It

- 83- ANNEX22

IMYPLEMIATION SCIEDULE ANDSUPERVISION PLAN

__,,_. ____ , _ ___ _ .ao ,.wOupt .uw e . _e,h,,, ,, ,

1 8_

Ja- J _0Aeitte 3. AinmwosPepa flnhdSIGIID. septoa Uakuata~ap.suhittol sits -Wwy.dE.su nfi.

_ _ Z _ J*=040artAreommi

P_w_I cpd. Di n 1lU.

1smfltsP . .11 OS.SUISUi YOU. pnpeud SepS - P cpal hadbo*. 199*mad svi eewd wist810. Ceajial prwou_umaot Iat tabo_ educato Fd eb/Mucb- Revi a mi. U i

moor" hed*. wait ud bm _ LPA. AolatpamGat OctNovb()y -msy) stff swine

=a1111001. Oct- Anaacfcaau.StO/Pmyina . mi raimto-mu W.AB Swq MInuAd cunicuham 100*ub3

VW Nepotiatiom. u. Oct/Nov Yeasleat SICHBIEM D teahe ee oIpt plepwallofs f s_masr I*t&

May -Baud Pa m p . mvikey pveaje blmain Oct

1* - MlO to sN oA it of Nov . Tender for pbaitg exiig eucatian * view imms ran Oct.

archtata magama s

cuulcubancomuhaesa. Dec- Aidltecb_uadcg pha I csplded. Nov/Doe - RrA ll d l

Aug. CMk lBflichm| 199 Feb - Tadwrjh. t cU wawb cal. MIAS

S -e/Oct- IPU/MED beg weak on . Sec*meyTeacheR upgin Pr be Oc/Nov - tUil W evw.F*Actkmomace p*c at SICHE.end repeating. * Paintingconttafduconmarhtiab

I sed to coat/Det 1993.SaeOat- Dank sata md .

Jume,. Countat enm I "ii wadts signe andsupervision e hta abphyeLd

Oct.- Equipment agEs. phase I prepared .ArchAfecu,lDrlpus bm I ecanpleted.

.~~~~~~~Fu ouagWedwcondeltau.

199&Feb - Tadwe a 1 CHwdv s

* Redptc,ipOl- I

Mr - P civil workc . Iwarded md

- lae It e _eatt ed.- Taaedrfor psing swaw curuicuhim _-au

yeas wit di4tributIon to dcol abouthat/?b flbwing yea.

May.- Receip ph.. I equlpmeat.

Julty T-d pgh. 1I equien

De. FIal Policy bebockprkesIIbm I civil b cmpleted.

u Receipt phase H eqspxtnL

1996.98. Psig CDC elucain Mtdh 4angobig

SeL- Competlephse U conut

Dec 9 9. Pba l wocompled.Piiequpetrcie.

.

DMPLEMERrATON SHDLC! ~

CYr 19M 1994 1 195 1996 I"?9t 1998 1999

-Ak It 1994 199 1999 199i 1998 1999 2000

ox~~ a r ll

ProfesSIonal services - -I IRefrbsbig xisting building. --. "New onstrultion_

Fonnets_F__l

Phase IPsgadfrlhn 1:1f 1 services---------

Revr constrction - _ _ = - - -

NMw constructionzcpppn ndfurnishing----- Non-tinhr reewrreat coots + + 5___[ _

TecerW i education specialistConstructio and furnishing

of 2 houses at S1CHECurriculum and materials:

QtrrTICUIUM develepaut:Tecbnical assistance

CDC policy spcialist…---

Short-term training - CDC directorConstructinadfrshg

of 2 hs I t at=

kiterl tionI

Tegraicalg and frisang c rn shop

Cronstuction spdequippin

Warehouse specialistShort-term trafinin - varehousing

In-service prlmry teacher trainflin

CT IM IM 1995 11996 199 MS 199IDA T 1994 995 1996 1997 1998 1999 2000

Pofesseisonal seIvIceConstructoln.r"j piugandfurnishing-

"OC i!stauc. review

a oversieas):

Grdutesecilatons - -- t- - 11 -

In the proincecfrsc_Co1nsct _ andu student

accdaton at _ _L___locatio

1Studenty tralnspo

Senor -e aerlPhKOst_= _ l

Siltraininn

OSpce8cialed trloaningr - = =t= = - 1

PrInti of handbooksOverseas efoahie

Short-tur or k imspectorSdueation pln "In

Technical si addetver inspectors courses

frnaw~tg4a tanasuies:ecnclcoordination

Local consulac

Offtecossanlocal transport - -… -- - - - -

Svuippire thscol

aMPs at Aiiege, uara, luavatu eMa'a and DitalaMeI at sLOu ay, lamoes and esibcJUG5 at ovaidinals. ismgu andi atomIi 55 at Sonara an gSata, Ana

- 86 - ANNEX23

ESTIMATED SCHEDULE OF DISBURSEMNTS

DisbursementsAmount per Cumulative Disbursement

IDA fiscal year semester Amount % profile kand semester -- (US$ million)----

19941 1.2 La 1.2 7 22 0.4 1.6 9 9

19951 1.3 2.9 17 162 2.1 5.0 30 26

19961 2.3 7.3 43 342 2.4 9.7 57 42

19971 1.8 11.5 68 502 1.5 13.0 77 58

19981 ;.2 14.2 84 662 1.0 15.2 90 74

19991 0.9 16.1 95 842 0.8 16.9 100 95

La Initial deposit.lk Based on Country Profile.

-87 - ANNEX 24

SELECTED DOCUMENTATION IN THE PROJECT FILE

A. Reports Related to the Sector

A. 1 Solomon Islands - Education Sector Plan, November 1988.

A.2 Strategies for Educational Development in the 1990's, by Mostyn Habu, August1989.

A-3 Ministry of Education and Human Resources, Provincial Secondary Schools,School Leaver Tracer Study, by Geoffrey Coyne October 1989.

A-4 Solomon Islands Ministry of Education and Human Resources, EducationSector, Policy, Planning and Project.

A-5 Ministry of Education and Human Resources, Education Sector PolicyStatement, Cabinet approved April 1991.

A-6 Ministry of Education and Human Resources, Facilities and Location Survy,Primary and Secondary Schools, by Lois Goodes and Janet Mattiske, November1991.

B. Reports and Studies Related to the ProJect

B.1 Solomon Islands Government Ministry of Education and Human Resources,New Project Proposals Submitted for the Tripartite Review Discussions 5th to14th of November 1990.

B.2 Solomon Islands Education Rounf Table Conference of Aid Dsiors andSolomon Islands Government, November 1991.

B.3 Solomon Islands Ministry of Education and Human Resources, Report on ThePrimary Curriculum, by Ian Collingwood, Febnrary 1992.

B.4 The Solomon Islands Ministry of Education and Human resources, A Reviewof the Selection and Guidance Functions Within the Ministry of Education byIan D. Livingstone, March 1992.

- 88 - ANNEX24

B.5 Report on Primary Teacher Education in Solomon Islands, by Lester 0. Taylor,March 1992.

B.6 Consultant Report to the Solomon Islands Government and the Government ofAustla, A Review of the Curriculum Development Centre by PacificRegional Team Centre for Pacific Development and Training (AIDAB), March1992.

B.7 Daft Policy Handbook: Ministry of Education and Human Resources PreparedWith Consutant Assistance of R. Rawlinson, March 1992.

B.8 Review of Education in the Solomon Isands January - April 1992, Inspecateand Advisoxy Services by K. Foster.

B.9 Solomon Islands Secondary School Science Education Project - FeasibilityStudy/lDrft Project by Australian Internatonal Development Assistance Bureau,April 1992.

3.10 Secondary Curiculum Renewal, A Position Paper Prepared for the SolomonIslands Government and the Government of Austmalia (AIDAB), April 1992.

B.11 Report on Learning Materials Production and Distribution in the SolomonIslnds by Nigel Draper, April 1992.

B.12 Solomon Illands, Ministry of Education and Human Resources, Synopsis ofReviews, by Ralph RawliHnson, April 1992.

C. Seected Woring Papers

C. 1 Detailed Description of Each Component.

C.2 Consultant Terms of Refrence.

C.3 Detailed Cost Tables.

,--- X i I ~ ~ ~ ~~r . ....... ..... . -.. -............ . -. ........

5 / | 5 1__ X 4~~~~<

w ,, 11 U0 W 1, j<,') \~~( ;D

1AZS~~~~~ ~ ~~~~~~~~~~~~~~~~~~ ZS in

I i [SgAs'' i I

S~~~~~C L f /M g s

:11 i * Sgt . 4 // z , ,,Z

I . g