RESTRICTED Report No. PE-44a This report is for official use only by the Bank Group and specifically authorized organizations or persons. It may not be published, quoted or cited without Bank Group authorization. The Bank Group does not accept responsibility for the accuracy or completeness of the report. INTERNATIONAL BANK FOR RECONSTRUCTION AND DEVELOPMENr INTERNATIONAL DEVELOPMENT ASSOCIATION APPRAISAL OF A SECOND EDUCATION PROJECT SPAIN May 15, 1972 Education Projects Department CURRECY MEIVAIENTS 1 US Donlar - Ptas. 64.147 Ptag. 1 US$ 0.0155 Ptaa. 100 - US$ 1.55 NMRSURES 1 i2 - 1.20 sq. yd 1 2 - 1076 sq. ft 1 b2 - 0.38 sq. mile8 1 hectare a 2.47 acres Fiscal Year - Janmary 1 - December 31 SPAIN TABLE OF CONTENTS Page No. GLOSSARY BASIC DATA SflMY7APY ANlD CONCLIUSIONS ............................... i-iii I. I'lTROD)UCTION .......................................... 1 II. TILE SETTING ........................................... 1 Economic Growth in the 1960s ............. ............. . 1 Labor Force and Employment ....................... .... 2 Economic Development Strategy . . 3 Manpower Requirements ................................ . 4 III. THE EDUCATIONAL REFORM ................................ 5 The Educational Reform ................................ 5 Financial Implications of the Reform .................. 11 IV. THE PROJECT ........................................... 12 General . ............................................... 12 Comprehensive Secondary Schools ....................... 12 Vocational Training Centers ........................... 13 Palencia Agricultutral Institute ....................... 14 Engineering Education ................................. 14 Institutes of Education ............................... 16 Manag,ement and Staffing of Project Institutions .... ... 17 Technical Assistance .................................. 17 Cost of the Project ................................... 18 V. ITPLEJ1ENTATION AND DISBURSEMENT ....................... 19 Administration ................... ..................... 19 Professional Services ................ ................. 20 Sites ................................................. 20 Procurement ..................... ...................... 21 Disbursements .................... ..................... 21 VI. AGREEMENTS REAClIET) AND RECOMMlENDATION .... ............. 21 APPENDICES CIARTS ANNEXES IMAP This report is based on the findings of a preparation/appraisal mission which visited Spain in September/October 1971. The mission consisted of Messrs. R. Johanson (educational planner), A. de Capitani (economist), S. Burmester (economist), E. Vergara (architect), K. Anderson (architect - Unesco), H. Baritsch (technical educator - Unesco), J. Crosnier (agricultural educator - consultant) and B. R. Teare (engineering educator - consultant). SPAIN APPENDICES 1. The Educational Reform and Its Implementation 2. Features of the Second Project 3. Technical Assistance CHARTS 1. Structure of the Traditional Education and Training System 2. Reformed Structure of the Education and Training System 3. Schedule for Implementation of the Educational Reform 4. Organization of the Ministry of Education, 1971 5. Educational Pyramid 6. Project Implementation Schedule ANNEXES 1. Comparative Education Indicators 2. Basic Economic Indicators 3. GDP, Employment and Productivity by Sector, 1960-1980 4. Educational Attainment of the Labor Force, 1969 5. Projected Manpower Requirements, 1971-1980 6. Projected Educational Requirements, 1971-1980 7. Projected Demand for Engineers, 1971-1980 8. Enrollments Under the Traditional Structure, 1960-1970, and Projections for the Reformed Structure, 1970-1980 9. Enrollments, Graduates and Teachers by Level and Type of Education, 1969-1970 10. Vocational Training Enrollment, Graduates, Teachers, 1960/61 - 1969/70 11. Tech-nician Training: Enrollments and Graduates 1960/61 - 1969/70 12. Engineering Education: Enrollment and Output by Specialization, 1960/61 - 1969/70 13. Projection of Teacher Requirements, 1971-1980 14. Public and Private Expenditures on Education, 1960-1970 15. Central Government Expenditures on Education by Levels, 1968-1971 16. Financial Requirements to Implement the Educational Reform, 1971-1980 17. Vocational Training: Enrollment and Graduation Capacity by Center and Specialization 13. Barcelona Polytechnic University: Proposed Enrollment by Specialization and Year in 1980 19. Unit Capital Cost, Use Factor and Student: Teaclher Ratio by Project Item 20. Project Cost Estimates by Type of Expenditure 21. Contingency Allowance 22. Forecast of Disbursements !1A P Nap of Spain (Showing Project Schools) GLOSSARY Basic Education: (Educacion General Basica) The first level of general education under the reform program extending over grades 1-8 and comprising a lower school (grades 1-5) and an upper school (grades 6-8). Comprelhensive Secondary: (Baclhillerato Unificado y Polivalente) Secondary school covering grades 9-11 which combines the former separate academic, science and technical secondary schools. It provides access either to tthe pre-university course or second level vocational training (Charts 1 and 2). liglher Technical Schools: (Escuelas Tecnicas Superiores de Ingenieros) University level schools, each providing instruction in only one of the following technical engineering fields: aeronautical, civil, naval, telecommunications, industrial (i.e., mechanical, electrical, chemical, operations research, etc.), agronomy, forestry and architecture. Sixteen of these schools have been integrated to form three polytechnics, thus combining a range of courses within one institution; however, thirteen specialized schools remain. Institutes of Education: (Instituto de Ciencias de Educacibn) Teacher training organizations within the universities to train and retrain personnel to carry out the reform. Educational research is also conducted (Chart 2). National Board of Universities: (Junta Nacional de Universidades) Consists of the rectors and the presidents of the advisory boards of the 18 universities. Assists the Ministry of Education in planning university level education, curriculum development, creation of new universities, degree requirements and distribution of budget funds for higher education. P.P.O.: (Programa de Promoci6n de Obreros) Scheme of adult vocational training carried out by the Ministry of Labor sinlce 1964. Courses are typically part time, highly specialized, intensive and vary in content from year to year. Syndicates: (Sindicatos) Organizationis of employers and employees, financed by memberst fees, composed of 26 branches representing various economic sectors within a national union. Their principal functions are: (i) pro- moting the welfare of the members through social security and placement service, (ii) negotiating labor disputes, (iii) repre- senting the members in the various parts of the Spanish political system. SPAIN BASIC DATA 19701/ Total Population 34.0 million Annual Growtll Rate (1960-1970) 1.1% p.a. Labor Force 12.7 million Annual Growth Rate (1960-1970) 0.8% p.a. GDP Growth Rate at Constant Prices (1960-1970) 7.5% p.a. First Level Enrollment (Ages 6-13) as Percent of Age Group (Including Overaged) 91% Second Level Enrollment (Ages 14-16) as Percent of Age Group 2/ 29% Third Level Enrollment (Ages 17-21) as Percent of Age Group 12% Central Government Expenditure on Education as a Percent of Total Central Government Expenditures 11.2% Public Expenditures on Education as a Percent of GU)P 2.4% Private Expenditures oll Education as a Percent of GC)P 1.1% 1/ See Annex 1 for comparative educational data. 2/ Including first level vocational students, ages 14-15. -2- National Placement Service: (Servicio Nacional de Encuadramiento y Colocaci6n) Employment offices, organized on a national basis through the Syndicates with a relatively well developed network of provincial and local offices responsible for (a) registering unemployment insurance claimants, (b) classifying job seekers according to job requirements, (c) registering apprenticeship contracts and (d) collecting statistics on internal migrations of workers. With a budget of about Ptas. 150 million and a staff of about 1,200 people, the placement service has lhandled an average of about one million job requests annually since 1965. SPAIN APPRAISAL OF A SECOND EDUCATION PROJECT SUMMARY AND CONCLUSIONS i. In August 1970 the Spanish Cortes (Parliament) passed a sweeping educational reform, unique both in its ambitious scope - covering all levels and types of education - and its potential impact for developing the country. The reform dramatically alters the educational structure, thereby making the educational system more responsive to the needs of three groups: (i) students who are unable to continue formal education, (ii) workers who wish to resume their education after acquiring work experience, and (iii) employers who need adaptable workmen with practical skills. The objective of these changes is to make Spanish education better adapted to changing economic conditions of the country and social aspirations of the Spanish people. The reform, which has substantial popular support in Spain, also has great significance for other developing countries seeking solutions 'Io similar problems, and has aroused widespread interest among countries in Latin America and elsewhere. ii. This report appraises a project for financing the second phase of the education reform in Spain. A Bank loan of US$12 million was made in 1970 to support the first phase designed to establish an institutional basis for the reform and introduce it in general education. Under that loan the Bank is assisting the re-organization of the Ministry of Education and the construction of eight teacher training institutes, 19 basic schools and 20 comprehensive secondary schools. The execution of this project, after some initial administrative delays, is progressing smoothly. Now a loan of US$50 million equivalent is proposed mainly to introduce the reform in vocational and technical education. iii. Transformation of Spain from a rural society into a fully industrialized economy gathered momentum during the 1960s. Spurred by foreign technology and an adaptable work force, manufacturing was the fastest growing sector featuring the emergence of technically sophisticated industries. For this growth to be sustained, Spain needs to reduce its dependence on foreign technology and to provide its work force with a more practical and flexible training. Projected manpower needs for continued growth, particularly among engineers and skilled workers, cannot be met either in number or quality by the present system. iv. The educational system failed to keep pace with the transforma- tion of the economy in the 1960s. It continued to follow a generally rigid, complex and outmoded structure which did not offer equal educational oppor- tunity among socio-economic groups or supply the practical training most relevant to economic growth. However, these problems are being effectively dealt with, under the reform program. Under the reform, a compulsory basic education of eight years is being introduced, followed by a common secondary education of three years, each level introducing practical studies. Struc- tural changes, which have not yet been put into practice, include: (i) creating new points of exit to the labor market through intensive vocational training at three levels, (ii) introducing a first cycle of practical diploma studies in higher education, (iii) consolidating most specialized engineering schools into polytechnic institutes, and (iv) opening up multiple avenues for further education, including re-entry to formal education for those in the labor market. These changes will be accompanied by important pedagogical innovations, such as compulsory teacher training at all levels, steps to make teaching a full-time career and comprehensive curricula planning to ensure coordination of studies. While these concepts are sound in principle, much needs to be done to put the reforms into effect, especially in technical and vocational education. V. The project, which is designed to further the objectives of the reform, includes: (a) construction and equipping of: - 39 comprehensive secondary schools (Grades 9-12) - 37 vocational training centers (Grades 9-10, 12) - 1 agricultural technical institute (Grades 13-15) - 1 polytechnic university (Grades 13-17) - 4 Institutes of Education (Grades 16, 18) (b) equipping of the Valencia Polytechnic University; (c) related technical assistance. vi. The project secondary schools, offering a balanced program of academic and practical studies, would meet requirements for new schools in areas of high population growth. The vocational schools would demonstrate the operational implications of the vocational reforms at first and second levels (Grades 9-10, 12). The Barcelona Polytechnic would be relocated, reorganized and expanded to produce the engineers needed for the developing Spanish industry. The Institutes of Education would fill a crucial gap by introducing teacher training for vocational and technical subjects. vii. Technical assistance will be required for the implementation of both the reform plan and project items in key areas. Thirty-six man/years of fellowships and 35 man/years of expert services would be financed by the loan, mainly for (i) management training and curricula development for vocational training, (ii) university planning, administration and curricula development for the Barcelona Polytechnic, and (iii) developing programs for vocational teacher training at the Institutes of Education. - iii - viii. The proposed project costs would amount to US$152.5 million equivalent, including contingencies. Cost data are based on detailed schedules of accommodation and contracts for similar work. Contracts would be awarded on the basis of international competitive bidding. The foreign exchange component is estimated at US$50 million. ix. The project is suitable as a basis for a Bank loan of US$50 million equivalent, for a term of 20 years including a grace period of 5 years. The loan would cover approximately 33% of the total estimated project costs, equal to the estimated foreign exchange component. I. INTRODUCTION 1.01 In August 1970 the Spanish Cortes (Parliament) approved a compre- hensive new education law embodying sweeping changes at all levels and de- signed to make the educational system more flexible, egalitarian and prac- tical. A Bank loan (699-SP, June 1970) is helping to finance the first phase of the reform which focusses on administrative reorganization and general education. The first project consists of 19 basic schools, 20 com- prehensive secondary schools, 8 institutes of education and related technical assistance to demonstrate the reforms in general education at the regional level. Initially the implementation of the project was delayed owing to administra- tive problems in establishing the project unit and to agreeing on architec- tural standards, but implementation is now progressing smoothly. 1.02 In early 1971, the government prepared plans to extend implementation of the reform to technical/vocational education and requested Bank assistance. Following a Bank reconnaissance mission in May, 1971, agreement was reached on the items to be considered for Bank financing. A preparation/appraisal mission visited Spain during September/October 1971 consisting of Messrs. R. Johanson (educational planner), A. de Capitani (economist), S. Burmester (economist), E. Vergara (architect), K. Anderson (architect-Unesco), H. Baritsch (technical educator-Unesco), J. Crosnier (agricultural educator-consultant) and B. R. Teare (engineering educator- consultant). 1.03 During appraisal the project was modified by the (a) addition of training for technical/vocational teachers, (b) reduction of proposed engi- neering enrollments in accordance with projected manpower demands, (c) elimination of the proposed vocational training centers for agriculture because of the need for further planning and coordination, and (d) the addition of technical assistance. The estimated total cost is US$152.5 million equivalent with a foreign exchange component of US$50 million. II. THE SETTING Economic Growth in the 1960s 2.01 The decade of the 1960s has been a period of unprecedented economic growth for Spain. GDP increased at an average rate of 7.5% in real terms during 1960-70 (Annex 2), while population grew by only 1.1% p.a. to reach 34 million in 1970. These factors combined to increase real average per capita income at 6.4% p.a. to reach almost US$1000 in 1970. Despite this impressive growth record, striking inequalities in income distribution persist. Income per capita in the highest income regions (Madrid, Barcelona, Bilbao) is probably about 2.5 times that of the lowest income regions (Inner Galicia, Extremadura and Western Andalucia). The latter regions have also been underprivileged in the distribution of educational opportunities. 2.02 Significant internal population shifts occurred between the two census periods of 1960 and 1970; the number of persons living in rural areas (population 2,000 or less) declined by 704,000 (-1.7% p.a.) while the number residing in cities (population 500,000 and above) grew by 1,770,000 or 3.5% p.a. The migration of people to the largest metropolitan areas (Madrid, Barcelona, Valencia, Sevilla, etc.) is increasing the pressure on urban educational and social facilities. 2.03 Industry has been the fastest growing economic sector, both in terms of output (9.8% p.a.) and in terms of productivity (7.2% p.a.), (Annex 3). Industrial growth was spurred by the emergence of modern industries, such as metal transformation, chemicals, automobiles and machinery. Spain's success in developing new industries is due to the introduction of modern technology, mainly imported, and to relatively low wage rates. Industrial development has shown a marked concentration in a few "growth areas", the most important in terms of output being the region of Catalonia which includes Barcelona. With about 15% of total Spanish poptula- tion, Catalonia produces more than 20% of the national output and about 25% of the industrial output. 2.04 The agricultural sector also has undergone significant modernization. The constraint imposed by insufficient and irregular rainfall has been reduced during the 1960s through the execution of major irrigation works covering an area of over 2.5 million ha. In addition, the consolidation of fragmented land holdings into cooperatives permitted large-scale farm mechanization and contributed to productivity gains averaging 5.8% per worker during the decade. In absolute terms, however, productivity and incomes in agriculture still remain well below the country's average. Labor Force and Employment 2.05 The Spanish labor force of 12.7 million adapted remarkably well to the changing structure of the Spanish economy. More than one million persons left farming and found employment in the industrial and service sectors, either in Spain or abroad. Consequently, the agricultural share of the labor force was reduced from 42% in 1960 to about 29% in 1970 while, over the same period, employment in industry increased from 32% to 37% and services from 26% to 34%. Newer industries (including some with relatively sophisticated technology) grew quite rapidly, absorbing an increasing percentage of the total labor force. As a consequence of technological growth, new professions have emerged while the functional content of others has changed radically. In addition to rapid economic growth and the adapt- ability of the labor force, net emigration of some 600,000 mostly unskilled workers during the 1960s helped to keep the overall rate of unemployment at a frictional level (2%). This net emigration, mainly to E.E.C. countries, is expected to stabilize at around 50,000 p.a. during the next few years. Owing to this absence of overall unemployment, Spanish authorities have felt little need for employment forecasting and manpower planning. - 3 - 2.06 More recently, however, a sudden upsurge in the graduation of engineers, resulting from the elimination in 1964 of formerly strict admissions requirements, has created an oversupply of graduates which now amounts to about 10-15% of a stock of 20,000 engineers. As qualified engineers are still in great demand, the apparent oversupply of graduate engineers is attributable mainly to their unsuitable training and unrealistic expectations. Graduate engineers generally do not possess the practical qualifications which employers require. In addition, the unrealistic expectations of recent graduates often does not permit them to take advantage of available 4ob opportunities. The oversupply of graduates is not significant except in Madrid, where graduates prefer to remain in hopes of getting highly paid administrative jobs rather than move to other areas where engineering job opportunities are better. 2.07 Productivity of the labor force has remained low by European standards due partly to low educational attainment. In 1969, about 91% of the labor force had attended only primary schooling, 3.7% had completed only secondarn, 1.5% had completed some post-secondary education, and 4% were illiterate (Annex 4). Partly as a result of this, the degree of social mobility, as measured by the percentage of children who remain in the same socio-economic category as their father, was poor. For instance, in a recent O.E.C.D. study, Spain ranked second lowest among 19 countries on the comparative distribution among levels of education of students by socio-economic categories, e.g. relative chances of lower stratum youth studying higher education. 1/ This rigidity represents a potential mis- allocation of human resources and a major source of disparities in income distribution. Economic Development Strategy 2.08 During the 1970s, Spain is expected to complete its transformation from a zural into a fully industrialized society. In addition to attaining a high economic growth rate, to maintaining low unemployment despite the rapid exodus from rural areas, and to improving income distribution, which were objectives of the first two development plans, the Third Plan (1972-75) emphasizes the need for more balanced growth and for the development of applied research to decrease the reliance on imported technology. The intent is to strengthen the social and economic structure of the country e- a basin for closer economic relations with E.E.C. countries, as provided in the recent Preferential Trade Agreement (1970). The Spanish authorities believe that reliance on foreign technology has become excessive and should be reduced gradually. This attitude is influenced by both political and economic considerations. Imported technology, in addition to its direct cost, sometimes restricts potential exports 2/ and results in lack of control 1/ "Group Disparities in Educational Participation," Conference on Policies for Educational Growth, O.E.C.D. 1970. 2/ Patents often are sold for internal production only and prohibit exports. over key sectors which generate and disseminate innovations. Moreover, as Spain liberalizes its economic relations with the Common Market its fastest industrial growth is likely to be in such industries as metal fabrication, machinery, forgings and castings, shipbuilding, automobiles and chemicals which would need to be sustained by further applied research and development. All of these activities are large employers of engineers and tend to be concentrated in the Bilbao and Catalonia areas. 2.09 Over the period 1971-1980, CDP is expected to grow at 6.5% p.a., as a result of about an 8% increase in industry, 6% in services and 3% in agriculture. Corresponding growth rates of employment are 1.8% for the economy as a whole, 3.4% p.a. for industry, 2.6% p.a. for services, and with provision for a decline of -2.6% for agriculture. Consequently, the economy is likely to absorb about 4.2 million new entrants into the labor market during 1971-1980 (Annex 5) and the rate of unemployment is expected to remain around the current frictional level of 2.0%. Manpower Requirements 2.10 The effectiveness of this development strategy will depend, however, on a better coordination between the supply and demand for trained manpower. The natural adaptability which the labor force exhibited in the 1960s cannot be expected to suffice for long in a rapidly changing technological environment. It must be supported by a properly functioning vocational training system capable of producing workmen who are readily trainable and adaptable to new functions and occupations. Industrial growth in competitive sectors and the generation of local technology will require, in addition to investments in applied research and development, new supplies of engineers capable of applying the laws of engineering and science to practical problems and creating new designs. Continued modernization of agriculture will require a new type of agricul- tural technician, trained to handle both the management and mechanization of large scale irrigated cooperatives (para 2.04). 2.11 Labor force requirements between 1971 and 1980 by level of education (Annex 6) demonstrate a need to expand the capacity of the present educational system: Demand Supply /1 1971-1980 1971-1980 Vocational Training (First Level) 2,700,000 1,600,000 /2 Secondary Education 920,000 500,000 Vocational Training (Second Level) 700,000 400,000 /2 Technician Training 330,000 160,000 /2 University Graduates 90,000 110,000 of which: Engineers 28,000 21,000 /_ Projected at current rates of output. /2 Including non-formal education. - 5 - Meeting the above requirements will entail a major expansion of output, especially in vocational programs. The growth of higher education, where supply may exceed demand slightly, will need to be controlled. Industrial growth in engineering-based industries is expected to generate sufficient jobs to justify an increase in engineering output to around 4,000 p.a. by 1980 (Annex 7). III. THE EDUCATION REFORM (Appendix 1) 3.01 The principal deficiency in the Spanish educational system has been its failure to keep pace with the transformation of the economy during the 1960s and its continuation of a generally rigid, complex and outmoded edu- cational structure (Chart 1). Although great progress was made in increasing enrollments (an additional 2.5 million students between 1960 and 1970 increased enrollments by 60%, Annex 8), the formal educational system did not offer equal educational opportunity for children from low income groups or supply the practical training most relevant to economic growth. 3.02 In response to these problems the Cortes (Parliament) passed a sweeping educational reform in August 1970, unique both in its ambitious scope - covering all levels and types of education - and its potential impact for developing the country. The reform dramatically alters the educational structure (Chart 2, the differences between Charts 1 and 2 are explained below), thereby making the education system more responsive to the needs of three groups: i) students unable to proceed to higher levels of academic education, ii) workers who wish to resume their education after having acquired employment experience and, iii) employers who need adaptable workmen with practical skills and the ability to learn on the job. The objective, in addition to this built-in flexibility, is to make the educa- tion system more egalitarian and practical. These changes will make Spanish education far better adapted to changing economic conditions of the country and social aspirations of the Spanish people. The reform was first published as a White Paper in early 1969 which stimulated nation-wide discussions and resulted in various amendments. Although some opposition by vested interests remains, on the whole the reform has strong public support. This reform, in addition, has great significance for other developing countries seeking solutions to similar problems, and has aroused widespread interest among countries in Latin America and elsewhere. 3.03 The reform will be implemented in three phases over a period of ten years (Chart 3). The first phase, now under implementation, is concen- trating upon reform of educational administration and general education (primary and secondary). The second stage, would extend the reform to technical and vocational education. The proposed project would assist in the implementation of both phases. A third phase, to be implemented within three years, will include multi-purpose educational centers, vocational training in agriculture, technician training, and third level vocational training. Plans for the third phase are only beginning and will require close cooperation among the Ministries concerned. If appropriately dev- elop, this phase could provide the basis for a possible third Bank educa- tion project. -6- 3.04 The present educational system is in a state of transition, com- bining a few elements of the reformed structure with that of the traditional. The following profile by various levels and types of education describes the problems which gave impetus to the reform and indicates the reform measures designed to solve them. 3.05 The centralized administration of the Ministry of Education and Science, until recently, was too complex, and caused overlapping and duplica- tion of efforts. Responsibility for public education was diffused among several agencies and little control was exercised over private education which forms an important part of Spanish education, accounting for 30% of primary enrollments, 70% of general secondary, 57% of vocational and 11% of higher education (Annex 9). 3.06 Under the reform, the Ministry of Education (Chart 4) has been assigned responsibility for the supervision of all education and training, including that offered by private agencies as well as by other ministries of government. With financing provided under the first Bank education project, the Ministry's administration is being reorganized, exchanging traditional line divisions for four functional directorates to spearhead the reform. Routine administrative control functions, e.g., budgeting, supervision and execution of school building programs, are being delegated to the 50 provincial authorities. Basic working agreements, however, still need to be established regarding interministerial cooperation. 3.07 Among the major factors giving rise to the reform was the inade- quacy of general education at primary and secondary levels. Although enrollments in primary education grew rapidly from about 3 million in 1960/61 to 5.1 million students in 1970/71, 500,000 children, or 9% of the compulsory age group 6-13, were still left out of school. Until recently, an examination in grade 4 was used to determine whether a student would move to secondary education at grade 5 or remain in primary school for a comparatively low quality education in primary grades 5-8. Performance on an examination at such an early age, however, tended to be influenced by the socio-economic status of the parents. Thus it discriminated against talented children of low income groups who were not accorded training commensurate with their abilities, and deprived the econoemy of their potential contributions. 3.08 Secondary education nearly tripled its enrollments betw.een 1960 and 1970, moving from 479,000 students to 1,352,000. 1/ However, only about one third of primary students found places in general secondary education and only 50% of secondary students were able to pass the examination at the end of the lower cycle, thus narrowing the middle of the educational pyramid considerably (Chart 5). In 1970/71 secondary enrollments accom- modated only 29% of the age group 14-16. Moreover, secondary education was dxcessivelv theoretical and unsuitable for the majority of its students. 1/ 28% of the enrollments were "free" students, those who studied for examinations independently without attendance at courses. -7- The elementar-, cycle of secondary education, four years in duration, offered 3tr.ctly academic courses for all students. The two year upper cycle was provided in separate academic and technical schools, but 90% of total enrollments was in the academic schools (Annex 9). In addition to academic cortent1 part-t4mo teaching and lack of systematic teacher training have conri uted to a :thoretical approach to learning. This pattern of educa- t'cn tal .o proaidod the balanced combination of academic and practical studia hich -ould prepare the majority of students, who were terminal, o mpla-.ment. 3.09 The present reforms in primary and secondary education are designed to equalize the opportunity for educational advancement and to bring about a better balance between academic and practical studies. The new law eliminated the overlapping of primary grades 5 to 8 with the first four years of secondary schooling. Under the reform, all children between 6 and 14 yea-rs must follow a common course for eight years of basic education, Which includes practical subjects in the last three years. Following this, students will prceead either to vocational training, compulsory for one year, or to secondary education. The specialized types of secondary education are to be merged into a common curriculum of three years, featuring optional coursez is tach1aology, home economics, commerce, and agriculture. Career infor=ation ar.d gu'dance will be provided. Final examinations will be supplemented by continuous evaluation of students, thereby eliminating the pof..I.bility of "free" students. For the first time, curricula will be plawn.d zomprehensively to coordinate successive levels of education and to elliLdate overlapping. 3.10 Implementation of these reforms already started in the academic year 1970/71 for grades 1-4 of basic general education, and reached grade 5 in 1971/72; it will be extended to grade 6 of basic education and the first year o2 secondary education in 1972/73 (Chart 3). Under the first loan, provision has been made to test, demonstrate, and promote the benefits of conmmn basic education and more practical curricula at basic and secondary levels. It provides for the construction, equipping, and development of new curricula for 19 basic schools and 20 comprehensive secondary schools, mostly concentrated in Galicia, one of the least developed areas of Spain. Now a greater effort must be made to broaden the coverage of the reform throughout the country so as to provide an adequate pre-vocational basis for the reorientation of technical and vocational education. The proposed second project would help by financing 39 additional pilot secondary schools in key locations of high population growth throughout the country (para 2.02). The two projects together would account for 11% of the planned increase In secondary enrollments by 1975/76. 3.11 Formal vocational traininR, which enrolled approximately 183,000 students in 1970/71 (Annex 10), has also been inadequate. Lengthy, often theoretical and overly specialized, it generally has not supplied the practical training responsive to labor market needs. Responsibility has been divided among various agencies (the Ministries of Education, Labor, Commerce and Agriculture, the Syndicates and the Church) which has not allowed a satisfactory degree of coordination. 3.12 After two initial years (waived for primary school graduates), courses are taught in two stages, craftsman and foreman, lasting a total of five years. Students frequently have regarded this training as a dead-end path since almost no avenues are available for further education. Tile lengthly structure seeks to prepare narrowly specializedl craftsmen, and employers have complained that it does not provide the students witlh a sufficiently broad background for adapting to new requirements on the Job. The curricula, prepared in Madrid, have been slow to clhange and often hiave disregarded local needs. 3.13 No administrative mechanism has existed for involving employers either in the actual training or in adapting curricula to trends in occlupa- tional demand. Teaching has tended to be overly theoretical with little continuity between classroom and workshop topics because the teachers are untrained and lack practical skills. Quality also has suffered from part-time teaching. 3.14 Vocational training in agriculture is offered part-time in "planteles," agricultural youth clubs with a combined enrollment of 28,000, and full-time in "Escuelas de Capataces" (16-25 years, 3,400 enrollment, Annex 10) at the second level. Both are integral parts of agricultural extension, but tend to be oriented toward traditional agriculture. Recently, perhaps because of an awareness by farmers of the unsuitability of the training being provided, there has been difficulty in recruiting qualified practicing farmers for courses at the "Escuelas de Capataces." This, together with lack of trained teachers, has caused facilities to operate at only 60% of capacity in 1970. 3.15 Partly to compensate for failure of the formal system, effective complementary efforts were made by various public and private agencies in developing non-formal vocational training. The success of this non-formal training was a major factor in adapting the labor force to changing economic conditions in the 1960s (para 2.05). One such scheme, the "Programa de Promocion de Obreros" (PPO), was created by the Ministry of Labor with OECD support in 1964. Approximately 130,000 adult workers annually receive short intensive skill upgrading courses from the PPO in industry, services and modern agriculture. The effectiveness of the prograrm can be attributed to the careful occupational analysis on which courses are based and to the practical knowledge of instructors who are required to have previous work experience. 3.16 Although the reform does not deal with non-formal vocational training, the second phase of the reform will reshape formal vocational education in accordance with the requirements of a modern industrial society. Vocational education will be shortened and divided into three distinct levels (Chart 2) for greater adaptability to changing labor market conditions. At three main points of the school ladder, the new vocational system will offer short intensive courses to complement the basic knowledge achieved in the previous cycle, as follows: - 9 - (S) after basic general education, training of one to two years to produce semi-skilled workers; (iia after comprehensive secondary, training for six months to one year to produce skilled workers and lower technicians; and :ii' after the first cycle of higher education, training for up to six months to produce higher technicians. 3.17 The new structure would also eliminate the dead end associated with traditional vocational training (para 3.12). Transfer from any of the t;hree vocational levels to other academic levels will be allowed. In ad'itio., programs to facilitate re-entry to formal education by persons in the labor force, and programs for on-going adult education will be developed for implementation during the third phase of the reform. 3.18 While this vocational concept relates soundly to the needs for change, much has to be done to put the reform into effect. Its operational implications must be formulated, agreements reached among the various agencies ar.d a well organized scheme prepared for curricula and materials developnment. The project would help the government implement the vocational reforms by providing for the formulation of the operational implications and put'ting them into practice in 37 pilot institutions, by assisting cturricula development and by providing for inter-agency cooperation in vocational training. 3.19 Higher education is comprised of three separate systems under the aegi3 Gf the Ministry of Education: (i) technician and university schools re. three years duration, (ii) engineering schools and (iii) universities,both of five years duration. The crucial problems in higher education have been lack of overall planning and low quality of technical education. The partial autonomy of universities and the status of certain professions have limited the control of the Ministry of Education over enrollments, which increased during the sixties without benefit of systematic national policy or guidance from manpower plans. Balance among specializations (Annexes 11 and 12) is consistent with manpower needs, but output in most engineering special- izations has exceeded requirements, thus resulting in some surpluses (para 2.06). 3.20 The reform calls for a change in the structure of higher educatic- by dividing the five year program into two cycles, three and two years, respectively. On completion of the first cycle, students who are considered unlikely to benefit from higher studies or who do not wish to continue zoward3 a degree may pursue brief third level vocational training leading to a diploma. The other students will continue in the two year second cycle degree program of specialized studies. The new system would thus provide a much needed terminal course to prepare for employment students who are unable tc complete their university courses and who, because of the theoretical nature of their studies, are ill-prepared for employment. - 10 - 3.21 Engineering education traditionally has been offered in higher technical schools, each providing instruction in only one engineering specia- lization. Between 1966 and 1968, 16 of the 29 specialized schools were consolidated to form three polytechnics (in Madrid, Barcelona, and Valencia) to achieve economies of scale. While rectors have been appointed and provisional legislation approved, the intended physical, academic and administrative consolidation has taken place only in Valencia. The other specialized schools still operate largely independently. 3.22 The Barcelona Polytechnic suffers from many of the problems typical of Spanish engineering education. The absence of selection procedures for admission has contributed to an uneven quality of students and burgeoning enrollments, which resulted in enrollments exceeding capacity by 45% in 1971. Lecture methods of teaching emphasize a theoretical approach to learning, and students are given relatively little exercise in solving practical problems. Laboratory work is included in the curricula, but is ineffective because of lack of equipment, overcrowding, and unfamiliarity of professors with laboratory techniques. These factors have reduced the effectiveness of the academic program and the efficiency of the institution. Failure rates are high at about 40% overall and, between 1966 and 1971, 24 student-years of enrollment were required to produce one graduate from a five-year course. Graduates are ill- prepared for solving practical problems or for design work, and are not re- garded highly by potential employers. 3.23 Reforms in engineering education, in response to the need for better training in the practical application of engineering and scientific theory, will entail the introduction of applied research, the expansion of laboratory work and a reorientation of curricula to include exercises in solving realistic problems. The relocation, reorganization and expansion of the Barcelona Polytechnic provides an opportunity to initiate measures which would be new to Spanish engineering education and which would demon- strate how such engineers could be produced efficiently. 3.24 Until recently, teacher training was offered only to prospective primary teachers in 160 three-year teacher training colleges and to prospec- tive school inspectors and teacher trainers in five university schools of education. No institution provided systematic secondary or vocational teacher training and research on education was virtually non-existent. 3.25 The reform would improve teaching standards at all levels through compulsory teacher training, research on teaching methods and steps to make teaching a full-time career. Institutes of Education have been established within the fifteen universities for training and upgrading academic teachers for basic and secondary levels under the coordination of the National Center of Educational Research. Eight of these Institutes and the National Center - 11 - are included in the first Bank project. Enrollment projections to 1980 (Annex 8) show an annual need for approximately 7,800 teachers of academic subjects and 4,300 teachers of practical subjects (Annex 13) during the 1970s. The new Institutes can meet the need for academic teachers, but a crucial gap exists in vocational and technical teacher training. The proposed project would help fill this gap by developing such programs at four new Institutes. Financial Implications of the Reform 3.26 Public expenditures on education have grown at the high average rate of about 21% p.a. (17% in real terms) between 1960 and 1970, as the public sector assumed increased responsibility for financing the educational system. Despite this growth, in 1970, private expenditure still accounted for about 30% of total national expenditure on education. Total expenditure on education (public and private) represented only 3.5% of GDP (Annex 14) in the same year, low by European standards. Capital expenditures on education by the Central Government increased from 1.5 billion pesetas in 1960 (Annex 14) to 12.2 billion in 1970 (Annex 15), a yearly increase of 23% (19% in real terms). Despite the rapid growth of capital expenditures, the ratio of funds committed: budget authorizations for the Ministry of Education consistently has remained at high levels (generally over 90%), indicating efficiency in project implementation. 3.27 The Third Plan (1972-1975) outlines the government's immediate financial proposals for implementing the reform. Education and Culture will receive Ptas.100 billion, or 11.5% of the total Plan allocation and 14% of the Central Government's share, about the same proportion as in the Second Plan. Some Ptas.76 billion, or Ptas.19 billion per year will be for implemen- tation of the reform. This is a total of about Ptas. 5 billion short of the investment needed to keep the reform on schedule up to 1975/76. 3.28 To meet the enrollment targets by 1980 Spain may require total recurrent expenditures on education (both public and private) in the order of Ptas.210 billion in constant 1971 prices (Annex 16). This would amount to about 5.4% of GDP, which would be more consistent with that of Spain's European neighbors and Spain's development objectives. Public and private recurrent expenditures on education would need to rise by about 13.6% p.a. and 8.4% p.a., respectively, above the present levels. Public recurrent expenditures on education would then absorb about 13.9% of the total public recurrent budget (Appendix 1). The increases are substantial and the availability of funds required to meet them will depend mainly on developing new sources of public revenues. If they cannot be found, the enrollment targets could be cut back in marginal areas to less ambitious levels, espe- cially in higher education, without jeopardizing the essential features of the reform. - 12 - IV. THE PROJECT General 4.01 The proposed project would assist the government in achieving the objectives of the education reform by (1) extending the coverage of the reform in general secondary education to major population centers, thereby ensuring an adequate foundation of pre-vocational education on which to extend the reform into technical education and (ii) introducing the new concept of vocational, technical and engineering education along with related teacher training. While the principal purpose of the project is to improve the quality of education by advancing the reform, it would also increase the output of trained or trainable manpower in needed areas (para. 2.11). 4.02 The proposed project would include: (a) construction and equipment of 82 educational institutions, 811 public and coeducational, as follows: Type of Student Annual Annual Teaching Staff Institution Grades Number Places Enrollment Output Requirements J1 Secondary 9-12 39 31,600 31,600 8,000 1,365 Vocational 9-10,12 37 18,600 28,260 /2 18,960 1,940 Agricultural Institute 13-15 1 360 360 100 25 Polytechnic 13-17 1 9,610 9,610 1,200 730 Institutes of Education 16,18 4 850 1,700/3 1,700 52 /1 full-time equivalent /2 double shift enrollment. 73 two five-month courses per year. (b) equipment of the Valencia Polytechnic University; and (c) technical assistance related to items (a) and (b) above. Comprehensive Secondary Schools 4.03 The proposed 39 secondary schools would promote and expand, with minor modifications, the pattern of secondary education being financed under the Bank's first education project. The project schools would be located in major urban areas (see Map) and designed, equipped and staffed - 13 - to (a) serve as experimental schools for continued implementation of the first phase of the education reform and (b) meet requirements for new schools in areas of high population growth. 4.04 The curricula, consistent with reform objectives, would allocate 20Z of the timetable to practical options and 20% to electives including technical subjects. Over the three-year course, students would take two of the following options: industrial technology, commerce and home economics. Technical assistance under the first Bank project is helping to refine the objectives, content, construction, and equipment requirements in each of the practical options. The Institutes of Education _ are organizing special training courses on managing the new comprehensive schools. Vocational Training Centers 4.05 Thirty-seven vocational training centers would be constructed and equipped to launch vocational training reforms at first and second levels (grades 9-10, and 12, respectively). All major occupational fields would be covered, except agriculture, which could not be included because basic agreements were lacking between the Ministries of Agriculture and Education. As the centers would enroll 18,600 first level and 9,660 second level students daily on a two-shift basis, the project centers would accommodate 20% of planned new enrollments by 1975. The impact of the centers, however, would exceed their direct enrollment as they would function as pilot schools to test and demonstrate innovations for all formal vocational training in the public and private sectors. 4.06 The locations of the proposed centers, Galicia, Andalucia, the Canary Islands and Tierra de Campos, as well as six of the largest urban areas (see Map), would conform with government priorities for regional development. A degree of local autonomy over curricula would be allowed to ensure that nationally-designed training programs are adjusted adequately to local conditions (para 3.12). 4.07 Curricula would be innovative. Training courses would be modern- ized, replacing traditional trades with important activities previously neglected, such as construction, business administration, and food process- ing. The range of specializations and duration of programs to be offered by level are shown in Annex 17. Appendix 2 describes the proposed pattern of training. 4.08 To overcome the chronic problem of obsolete and irrelevant curri- cula, the government has agreed to ensure that within two years of signing the loan agreement, the Ministry of Education will collaborate with the Ministry of Labor, the Ministry of Commerce and the Syndicates (especially the National Placement Service) to: (i) develop new curricula, to be presented to the Bank for comment, for all new vocational centers, based on careful analysis of occupations in demand and their skill content; - 14 - (ii) review and revise these curricula triennially there- after in accordance with changes in the labor market; (iii) establish advisory boards, comprising representatives of employers, Syndicates, the Ministries of Education, Labor and Commerce, and the managers of each center, in relevant provinces to provide liaison with the business and industrial communities and help to adapt national curricula to local needs; and (iv) establish placement services for graduates of the centers. In addition, assurances have been provided that after the new centers commence operation: (i) satisfactory procedures will be introduced for proper maintenance and replacement of equipment in accordance with revisions in curricula; and (ii) each center will use its best efforts to maintain accurate records of the employment of its graduates for five years after graduation. Agriculatural Technical Institute at Palencia 4.09 This project item would include the construction, furnishing and equipping of an agricultural technician institute for 360 students at Palencia with an annual output of 100 from a three-year course (40 in farm mechanization and 60 in animal/plant production). It is designed to help satisfy the projected national shortage of 200 agricultural technicians per year by 1980. About 80% of the graduates would remain in the Palencia or nearby regions, for which there is no current local supply of technicians. About half of the graduates are expected to work in the private sector and half in public services, such as extension, training and research. The increase in output would allow an improved ratio of technicians to farm holdings from 1:1,200 in 1970 to 1:600 in 1980 (vs. an average of 1:300 throughout Western Europe). 4.10 In addition to meeting manpower requirements, the Institute would be innovative and would serve as a model to existing schools in ways to improve the quality of training. In contrast with existing schools, the Palencia Institute would have full-time teaching staff and a well-equipped teaching farm of 30 irrigated ha. Curricula would include about 60% practical work (in laboratories, workshops and farms) and would introduce new subjects, e.g., management, marketing and nutrition. The government has given assurances that within two years of signing the loan agreement it will establish an advisory board, consisting of representatives from agricultural research, extension agencies, cooperatives and agro-industries to review the training program from the viewpoint of employers of agricultural technicians. - 15 - Engineering Education 4.11 The Barcelona Polytechnic University. This project item would comprise the construction and equipment of the Barcelona Polytechnic University at a new location about 28 km from the center of Barcelona. The project would assist the new university in realizing its objectives of a) meeting the projected increase in demand for qualified engineers in the Catalonia region, b) initiating the diploma level course for those unable to complete the degree program, c) rationalizing the present system of separate schools by consolidating three specialized engineering institutes with a combined full-time enrollment of 5,290 at present, and d) improving the quality of engineering education and introducing the type of training required for industrial development (paras. 2.10 and 3.23). 4.12 Of the total enrollment, 1,600 would be in architecture, and 8,010 would be divided among telecommunication, civil, and industrial engineering. Its expanded output of engineers from the present 526 in 1971 to 1,000 by 1980 (Annex 18) is justified by the anticipated sustained industrial development in northeast Spain. 4.13 The major contribution of this project item, however, would be to upgrade the quality of engineering education and to produce engineers capable of solving the practical problems of Spanish industrial development. It is expected that the project would have a far reaching effect as it would demonstrate measures to combat the present ills besetting Spanish engineering education (para. 3.22). The innovative features, described in detail in Appendix 2, include: organization of teaching by departments, 60% full-time staff, new emphasis on problem-solving through greatly expanded laboratory work, work experiences in industry for each student, and the establishment of three research institutes, directed by teachers and financed by industry, in which students can apply their knowledge to solve real problems. These proposals are the result of plans prepared by the Technical Cabinet of the Barcelona Polytechnic. This group, which has the support of the administration, the Board of Trustees and a majority of the staff, will be an important factor in bringing about the proposed changes. 4.14 The government has provided assurances that prior to the opening of the university at its new location: (i) satisfactory facilities will be arranged to enable students residing in Barcelona to commute to the new site at a reasonable cost; and (ii) all administrative, teaching and research units, other than the Textile Research Institute in Tarrasa, will be located at the new site. - 16 - In addition, assurances have been obtained that: the equivalent full-time teacher:student ratio will be appropriate, as agreed by the Borrower and the Bank, for the academic and research programs of the Polytechnic and that class sizes will not exceed the number of students for which teaching spaces are to be constructed. 4.15 Valencia Polytechnic. The proposed project would include $2.7 mil- lion for laboratory equipment and $0.8 million to equip a computer center at the new Polytechnic University of Valencia. The equipment would allow a) students to follow a more practical curriculum of laboratory teaching, b) introduction of civil and industrial engineering programs, and c) expansion of enrollment from 2,000 at present to about 4,000 in 1980. The government has provided assurances that enrollments will be carefully phased in accordance with national plans and capacity to recruit new staff. 4.16 Lists have been prepared which are modest and adequate in the amount and choice of equipment. The computing facilities would be used to teach computer technology as a regular part of university engineering studies and rationalize administrative procedures. Technical assistance would be required for the development of a plan for efficiently utilizing the computing facilities in priority areas. The plan, agreeable to the Bank, would be a condition of disbursement for this project item. Planning Higher Education 4.17 In view of the need to exercise control over enrollments in higher education (para. 2.11) and to ensure that investments are made in areas of highest priority, the government has agreed to establish a permanent technical secretariat in the National Board of Universities. The purpose of this secretariat, to be comprised of full-time specialists in planning, economics of education and operations research, will be to prepare national plans for higher education, including engineering, in accordance with educational and economic priorities. Its first plan is to be prepared within two years of signing of the proposed loan. Institutes of Education 4.18 The effectiveness of the reform in technical/vocational education will depend on an adequate supply of properly trained teachers, but such training is not offered at present. To assist in providing this training, the project would include three new Institutes of Education (grades 16 and 18), at the Barcelona Polytechnic, Valencia Polytechnic and at Sevilla University. The latter would also offer training for academic teachers and would include three experimental practice schools: basic general, compre- hensive secondary and vocational training. In addition, a branch of the Institute of Education in Valladolid would be established at the Palencia Agricultural Institute for agricultural teacher training. Whlen completed, the Institutes would have a capacity for 850 students (university graduates or diploma holders) in five-month courses and would graduate about 1,500 practical teachers and 200 general teachers annually. From 1975, when the project institutes would be in full operation, they would satisfy about 35% of the annual needs for agricultmural teachers and vocational teachers (Annex 13). - 17 - The Institutes also would offer upgrading courses during the evenings and summers to about 2,500 in-service teachers and administrators annually. Plans are being formulated to train additional technical teachers at the Madrid Polytechnic and other Institutes of Education. Management and Staffing of Project Institutions 4.19 The required number (para. 4.02) of teachers for the comprehensive secondary and post-secondary institutions in the project can be produced through the present Institutes of Education and existing post-graduate courses; however, until vocational and technical teacher training is established, the project vocational centers would need to recruit their staffs from the existing teacher force. Consequently, it would be necessary to develop retraining programs for introducing traditional teachers to the new curricula and teaching methods. Moreover, in view of the pioneering and experimental roles of the project institutions and to ensure adequate staff, managers and most teachers would need to be appointed on a full-time basis. Therefore, the government has provided assurances that prior to the opening dates of the institutions included in the Project: Si) the principal administrators of each institution, and a number of additional supervisory staff at the Barcelona Polytechnic to be agreed with the Bank, will be appointed to work on a full-time basis; (ii) where technically feasible all teachers at the project secondary schools, and at least 60% of the required teaching staffs (para. 4.02) at all other project institutions, will be appointed to teach on a full-time basis; and (iii) On the basis of a training program acceptable to the Bank, teachers of the comprehensive secondary schools and voca- tional training centers will he given training, where tech- nically feasible, on the new curricula, teaching methods and equipment relevant to their specializations. Technical Assistance 4.20 Technical assistance, amounting to US$1.4 million, is currently being provided by the UNDP and Ford Foundation to strengthen general teache training and research at the National Research Center for Educational Devel- opment. This assistance does not cover vocational curricula development, technical teacher training or university planning, three key areas of both the reform plan and the project items. The proposed project would fill this gap by including the cost of specialists and fellowships needed for the above areas. Assistance, as presented in Appendix 3, would be provided mainly (i) in curricula development and management training for the vocational training centers, (ii) in university planning, administrative reorganization and academic programs for the Barcelona Polytechnic, and (iii) in vocational teacher training programs at the project Institutes of Education. - 18 - Cost of the Project 4.21 The estimated construction costs for the proposed project have been derived from recent school building costs in Spain and from experiences with the first project. Costs of construction reflect the requirements of the new curricula and for the introduction and use of modern techniques and education techology. Space requirements are based on detailed schedules of accommodation for each institution. Depending upon the type of school, use factors vary between 75-85% for classrooms and between 60-80% for prac- tical rooms on the basis of 30-40 hours per week (Annex 19). 4.22 The estimated costs and foreign exchange component of the items in the proposed project are summarized below 1/. Pesetas U.S. Dollars % of (millions) (millions) Local Foreign Total Local Foreign Total Total 39 Comprehen- sive Secondary Schools 1,344.6 446.1 1,790.7 20.9 6.9 27.8 22.4 37 Vocational Training Centers 1,789.4 933.7 2,723.1 27.7 14.5 42.2 34.0 Palencia Agri- cultural Tech- nicial Institute 53.5 22.0 75.5 0.8 0.4 1.2 1.0 Barcelona Polytech- nic University 1,895.8 910.3 2,806.1 29.4 14.1 43.5 35.0 Valencia Polytech- nic University 92.0 133.6 225.6 1.4 2.1 3.5 2.8 Four Teacher Train- ing Institutes 158.2 52.6 210.8 2.5 0.8 3.3 2.7 Technical Assistance 12.2 79.3 91.5 0.2 1.2 1.4 1.1 Project Administration 79.2 - 79.2 1.2 -- 1.2 1.0 Total 5,424.9 2,577.6 8,002.5 84.1 40.0 124.1 100.0 Contingencies 1,143.3 686.8 1,830.1 17.8 10.6 28.4 22.9 Project TOTAL COST 6,568.2 3,264.4 9,832.6 101.9 50.6 152.5 say, 50 million 1/ Estimated costs by type of expenditure are presented in Annex 20. - 19 - 4.23 The project cost includes a contingency allowance for unforeseen factors equal to 8.8% of the estimated cost of civil works, furniture, equip- ment and services. A provision for 14.1% in price increases also is included, based on recent average annual increases in Spain and Europe. Foreign and local prices have been treated separately. Altogether, the contingency allowances amount to 22.9% of the total project cost excluding contingencies (Annex 21), or 18.6% including contingencies. 4.24 The foreign exchange component has been calculated on the basis of i) 18% for building and site development, ii) 21% for furniture, iii) 59% for equipment, iv) 95% for fellowships, v) 85% for specialists, and vi) 5% for professional fees. The estimated foreign exchange component totals US$50 million, or about 33% of the total project cost of US$152.5 million. 4.25 Unit capital costs per place, US$836 for secondary schools, US$1,440 for vocational centers, US$2,725 for the agricultural institute, and US$1,550 for the institutes of education, are within the ranges of costs of other Bank projects (Annex 19). The cost per place at the Barcelona Polytechnic University, US$3,730, compares with costs of previous Bank projects in engineering education (Singapore US$3,640 (1971) and Zambia US$3,720 (1969)). 4.26 At full operating capacity the project institutions would require Ptas. 3.3 billion in annual operating costs per year, corresponding to about 2.0% of the projected recurrent budget of the Ministry of Education by 1980. The Barcelona Polytechnic is expected to reach an annual operating budget of just over Ptas. 1 billion, or 1.9% of the projected higher educa- tion budget (Annex 16). All these project items have priority in the reform program and the government will meet its share of the project capital costs and the resulting recurrent expenditures. V. IMPLEMENTATION AND DISBURSEMENT 5.01 The project would be implemented over a period of four and one half years after signing the loan agreement; the secondary schools would be completed in two years owing to advanced designs, vocational schools in three years, and the Barcelona Polytechnic in four years (Chart 6). An additional six months would be required for completion of payments and withdrawals. Administration 5.02 The Project Unit established within the Ministry of Education to supervise implementation of the first project would also be responsible for the financial and administrative control of the second project, The Director of the Unit would continue to report directly to the Under-Secretary of the Ministry of Education. A vocational educator and procurement officer, - 20 - together with appropriate supportive staff, would be added to the Project Unit. In addition, a Project Sub-Unit would be established within the first Project Unit for the purpose of supervising the part of the project relating to the Barcelona Polytechnic University. This is necessary because of (a) the special characteristics and complexity of the proposed institution, and (b) the magnitude of construction and equipment involved. The Barcelona Project Sub-Unit would be comprised of a Director, architect, procurement officer and an engineering educator. The Director of this Sub-Unit would report to the head of the first Project Unit and would maintain liaison with the Rector of the University. 5.03 The responsibilities of the first Project Unit would remain sub- stantially the same, namely, (i) supervision of project implementation, (ii) coordination with the Ministries and other agencies involved in the project, (iii) liaison with the Bank, and, in addition, (iv) supervision of the Sub-Project Unit. Both Units would prepare comprehensive project implementation charts regularly in order to minimize delays in implementation. The first charts summarizing major events are to be prepared within 90 davs after the effective date of the loan. These charts will be revised and modified at least tri-monthly until completion of the project. 5.04 The expansion of the first Project Unit, and establishment and opera- tion of the Barcelona Polytechnic Project Sub-Unit, as specified above, includ- ing the appointment of principal officers in consultation with the Bank, and adequate supporting staff, would be a condition of effectiveness of the loan. Professional Services 5.05 Consultant architects would be employed by the Project Units to design the buildings, prepare working drawings, assist in the evaluation of civil works bids and in overall supervision of construction. Routine super- vision at the building sites would be carried out by the provincial offices of the Construction Department of the Ministry of Education. The Borrower may choose an alternative approach for the comprehensive secondary schools and vocational centers in which bids for final design and construction would be awarded on the basis of preliminary designs, specifications and cost estimates prepared by consultant architects. Under this procedure, whlch is the usual practice of the Spanish government, the civil works contractors would prepare working drawings to be reviewed by the consultant architects. Consultants would be employed to prepare master plans, including complete briefing papers, for the vocational centers and the Barcelona Polytechnic University. The government has provided assurances that consultants acceptable to the Bank will be employed on terms and conditions acceptable to the Bank. Sites 5.06 Locations have been selected for each institution in the project according to a national school location map, which adequately reflects the needs for new schools. School sites are to be provided by the government without cost to the project. Satisfactory sites for all project institutions - 21 - have been selected with the exception of the secondary schools and vocational training centers; approximately 40% of these sites have yet to be chosen. During loan negotiations the government gave assurances that title to all sites will be acquired prior to the scheduled start of construction. Procurement 5.07 Contracts for civil works, furniture, and equipment would be awarded in accordance with the Bank's guidelines for international competitive bidding. The Project Unit and Sub-Unit would be in charge of preparing and issuing ten- ders, evaluating bids and awarding the contracts. Detailed equipment lists would be prepared by Spanish experts in collaboration with the Project Units, submitted to the Bank for review prior to procurement, and grouped to the ex- tent practicable to form sizable bid packages and to permit bulk procurement. Local manufacturers of furniture and equipment would be allowed a preferential margin of 15% of the c.i.f. cost of competing imports or the existing rate of duty, whichever is lower. The normal range of import duties on the furni- ture is from 22% to 40%, and on the equipment from 0% to 47%. On furniture and equipment coming from EEC countries duties are one to six percentage points lower. However, the Ministry of Education has informed the Bank that it would not he their policy to take these preferences into account in evaluating these bids. It is expected that relatively few foreign firms would submit bids for civil works since Spain has a well developed and competitive construction industry. Equipment and furniture, however, are expected to attract considerable international bidding. 5.08 The project is well within the capacity of the Spanish building industry to implement. The estimated construction cost would be only 1.7 percent of the total construction in the country in 1970. Procedures for tendering, evaluating bids and supervision of construction are well established and conform to the Bank's guidelines. The Barcelona Polytechnic University and the government employ similar auditing procedures which are satisfactory. Disbursement 5.09 The proposed loan would finance the foreign exchange component which is estimated to be US$50 million equivalent, approximately 33% of the total project cost. The proposed loan would be disbursed (Annex 21) on the basis of 100% of the ex-factory price or c.i.f. price of furniture and equipment, 100% of foreign exchange technical assistance costs, and 20% of the costs of civil works contracts. The civil works percentage would be adjusted in the event of cost increases to distribute dishursements over the project period. ITn- disbursed funds would be available for cancellation. - 22 - VI. AGREEMENTS REACHED AND RECOMMENDATION 6.01 During negotiations, agreement was reached on the following principal points: (a) Procedures and frequency of curricula development for vocational centers; and establishment of advisory boards and placement services; (para. 4.08); (b) location of all relevant units of the Barcelona Polytechnic University at the new site; and maintenance of mutually acceptable teacher:student ratios and appropriate class sizes (para. 4.14); (c) limiting enrollment increases at the Valencia Polytechnic University (para. 4.15); (d) establishing a technical secretariat in the National Board of Universities to prepare national plans for higher education (para. 4.17); (e) the appointment of principal administrators and most teachers of project institutions on a full-time basis; and training of teachers in the new curricula, teaching methods and equipment (para. 4.19); 6.02 A condition of effectiveness of the loan would be the satisfactory expansion of the existing project unit and establishment and operation of the Barcelona Polytechnic Project Sub-unit, including the appointment of principal officers, in consultation with the Bank, and adequate supporting staff (para. 5.04). 6.03 A condition for disbursement of Bank funds for computer equipment at the Valencia Polytechnic would be the preparation of a development plan for the Computer Center, agreeable to the Bank (para. 4.16). 6.04 The proposed project would constitute a suitable basis for a Bank loan of US$50 million to Spain, for a term of 20 years, including a grace period of five years. APPENDIX 1 Page 1 THE EDUCATIONAL REFORM AND ITS IMPLEMENTATION 1. In August 1970 the Cortes (Parliament) approved a comprehensive educational reform based on a widely circulated policy paper (White Paper) which diagnosed the educational system. The new law deals only with broad issues, leaving administrative and operational directives to be established through ministerial regulations. A major task of the Ministry of Education and Science since passage of the bill has been to revise the existing regu- lations and draft new regulations in the spirit of the reform philosophy. 2. The basic aim of the reform plan and the law is to modernize and rationalize education and training to ensure an efficient and productive system, responsive to the economic and social needs and to the aspirations of the nation in the last decades of the twentieth century. The educational system is regarded as an organic unit. The reform takes into consideration the fact that all part of an educational system are interrelated; a change ix. one part creates changes in others. Therefore, all aspects of the reform are integrated; the implications on the system as a whole from the redefini- tion of objectives, managerial reorganization, structural changes and curricular revisions have been considered. 3. A comparison of Charts 1 and 2 indicates how many of the complexi- ties of the present system will be eliminated and how new channels for further education will be opened. Discrimination between post-primary and lower middle, or secondary education will disappear. All students in the compul- sory school period of ages 6-14 will have a common course of basic general education (Grades 1-8); channelling of students thus begins at age 14 instead of age 10. This structural change is accompanied by a change in the curriculum of the second stage of basic general education (Grades 6-8). Practical subjects, such as handicrafts, industrial arts, agriculture and home economics, form an integral part of the curriculum; mathematics and science are given new emphasis. 4. There will be a thorough integration of vocational training and general education. Following every major level of education school leavers can enter a vocational center for intensive skill training which takes int. account their previous pre-vocational training (Chart 2). Vocational trai,, ing of at least one year will be compulsory for those who enter at the first level. Thus waste through dropout will be minimized since all leavers may enter vocational school at the appropriate level. By dividing vocational training into three distinct levels, rather than offering courses parallel to general education as before, the training can be more closely related to occupational demands. Based on pre-vocational courses introduced under the reform in general education, vocational training also can be more intensive and shorter in duration. Thus the new structure of vocational training is a major step towards making the educational system relevant and flexible in its response to economic conditions. APPENDIX 1 Page 2 5. Another innovation is the new structure and reorientation of secondary education. The reformed curricula will be based on the needs of the students, catering for the varying aptitudes, interests and career prospects. A common core of studies will be supplemented by additional studies chosen by each student from a wide range of academic and technical subjects. In addition, every student will receive instruction in one or more technical areas which include the elements of industrial technology, commerce, agriculture and home economics. Testing and counselling services will enable a more appropriate channelling of students either into the university preparatory year with its science, arts and technical branches (and subsequently into a university), or into one of the numerous skill courses to be offered in the second-level vocational centers, or directly into employment better prepared for on-the-job training. 6. Higher education institutions of full university status, including the engineering schools, will have two cycles of education, three years and two years. Students unable to complete a five-year course will have improved career prospects in comparison with dropouts from the present system on completion of the recognized first cycle and receipt of a diploma. This new gradation of output from higher education will also enable the educational system to be more adaptable in providing for economic demand. Complementary vocational courses will be available for technicians and" regular technician courses will run parallel to the first cycle of uni.versity studies. 7. Extensive revisions in the pattern of higher education will accompany these structural changes. University level education will become associated with scientific research. In the future all persons entering the professional teaching corps will be required to dedicate at least 3V hours per week to teaching activities, thereby greatly reducing the I'll effects of part-time teaching. Each institution will be allowed to contract professors directly to fill some of its vacancies. Teaching is to be organized by department, rather than by "chairs" as in the past. This, together with the establishment of an overall study commission in eacii university, will allow more effective planning of curricula. The appointment of permanent business managers and commissions to study economic problems in each university should promote greater efficiency. 8. Additional flexibility will be built into the educational system through provision at a later stage for adult education and compensatory training. Although the concepts have not been formulated adequately yet, the objective is to allow persons in the labor force to return to formal education and to provide meaningful continuing education for those who have left the formal system. 9. Primary teacher training has been upgraded and the curriculum is being revised to meet the demands of the new basic general schools. A further innovation is the establishment of 15 Institutes of Education within the universities to train secondary and higher teachers, to undertake APPENDIX 1 Page 3 research under the auspices of the coordinating body, the National Center for Educational Research, and to provide educational advisory services at the national and regional levels. Three new Institutes will be created within the polytecnic universities to train teachers in practical subjects. 10. Teaching methods will be introduced which involve the students more actively and the potential of modern educational technology will be explored systematically. Examination practices are being revised and the flow of students within the basic level is being made smoother by a process similar to automatic promotion. The changes are likely to have a beneficial impact on reducing repetition and dropout. To maintain and improve academic standards compulsory teacher training, full-time teaching and guidance services will be introduced. To further improve efficiency the workload of students is to be increased from 24 to 32 hours a week at first and second level and from 180 to 210 days per year. Implementation of the Reform 11. According to a timetable published by the Ministry of Education implementation of the reform will be phased over ten years (Chart 3). Implementation started in the academic year 1970/71 for grades 1-4 of basic general education and was extended to grade 5 in 1971/72; it will reach grade 6 of basic education, the first year of vocational training and the first year of secondary education in 1972/73 and successive grades in the following years. 12. Other ministerial decrees have (i) made basic general education free and compulsory for state schools and cooperating private schools, (ii) established governmental control over fees charged by private educational centers, (iii) created pilot and experimental centers for testing the reforms, (iv) eliminated the terminal examination at the lower bachillerato level in favor of continuous joint evaluation of a student's progress, (v) developed an experimental course for basic general education and the university orientation course and (vi) established a broader degree of university autonomy with regard to financing and contracting of professors. 13. Perhaps the most important step towards implementing the reform in the long run has been the reorganization of the Ministry of Education and Science is accordance with the new legal responsibilities placed upon it. This reorganization has created four functional directorates to achieve a greater degree of coordination among the various types and levels of educa- tion, namely: Directors General of (i) Pedagogical Planning, which includes curricula planning and teacher training, (ii) Programming and Investments, which covers matters related to educational planning and budgeting, (iii) Personnel and (iv) Technical Services. Vocational training and university affairs are major divisions carried over from the previous organization. An important feature of the administrative reform is the delegation of responsibility for managing, coordinating, programming and budgeting to the provincial level. This decentralized administration will be established APPENDIX 1 Page 4 by 1973 in each of the 50 provinces; it already exists in areas such as Galicia, Andalucia, Canary Islands, Cadiz, Tierra de Campos and Catalunia. Training courses for provincial office personnel have been organized by the National School of Public Administration and the middle level inspecto- rate is being reinforced. Still to be addressed is the chronic problem of dividing responsibilities for various types of education among ministries of government. 14. The Third Plan (1972-1975) outlines the government's long range enrollment targets to 1980 and its physical and financial proposals for implementing the reform. The priority is to achieve universal basic education by 1975 and to increase access to first level vocational training. Enrollment projections to implement the reform, shown in Annex 8, are summarized below by level: ENROLLMENT TARGETS Thousands of Students % Age Group Age Group 1970/1 1975/6 1980/1 1980/1 First Level Pre-school 2-5 834 957 995 39.4 Basic General 6-13 5,069 5,557 5,100 99.5 Vocational Training 1 14-15 155 267 292 22.4 Second Level Comprehensive Secondary 14-16 202 626 1,370 70.0 University Orientation 17 50 106 226 35.1 Vocational Training 2 17 28 55 256 39.8 Third Level First Cycle 18-20 264 352 472 25.0 Second Cycle 21-22 55 82 124 10.0 Doctorate 23-24 3 12 48 4.1 Vocational Training 3 21 0 6 25 4.0 About half of the total education investment in the III Plan will be used to construct one million new places for basic general education (mostly for a consolidation scheme in rural areas and to accommodate rural migration to towns), and 125,000 places for first level vocational training. University level will receive Ptas.17.1 billion to create six new general universities. In addition, 200,000 new comprehensive secondary places will be constructed as well as 50 centers for adult education. 15. The success of the reform will depend greatly on the capacity of the government to expand the output of newly trained teachers. Based on the above enrollment targets, the following number of additional teachers will be required by broad specialization annually during the 1970's (Annex 13): APPENDIX 1 Page 5 Annual Teacher Requirements 1970-75 1976-80 Ac cSubjcts (Total) 7,400 8,200 Basic General 4,800 2,700 Secondary 2,600 5,500 Practical Subjects (Total) 4,100 4,500 Basic and Secondary 2,700 1,500 Vocational, of which: 1,400 3,000 Agriculture (300) (700) Industry/Services (1,100) (2,300) While the 15 Institutes of Education are capable of producing the needed numbers of academic teachers, efforts will need to be made to organize courses for teachers of practical subjects in the polytechnics. 16, The following table indicates the level of recurrent expenditures necessary to carry out the plans for reform (Annex 16): Recurrent Expenditures on Education (Billions of Ptas.) Actual Estimated Projection (1970 prices) 1960 1968 1970 1975 1980 1. GDP 576.6 1,681 2,087 2,886 3,923 2. Recurrent Public Expenditures 75.7 318 424 710 1,178 3. Recurrent Education Expenditures Public 5.5 26.5 46 98 164 4. Recurrent Education Expenditures Total 10.0 37.0 66 118 210 (4) as % of (1) 1.7 2.2 3.2 4.1 5.4 (3) as % of (2) 7.3 8.3 10.8 13.8 13.9 APPENDIX 1 Page 6 17. Public recurrent expenditures on education are expected to grow by 13.6% p.a., exceeding the projected annual increase in total public recurrent expenditures (10.8%), but less than the 17% p.a. increase achieve(d by educa- tional recurrent expenditures in the 1960s. The achievement of these levels of expenditure will depend mainly on the generation of additional public revenues and on inter-sectorial priorities. 18. In short, the effectiveness of this strategy for reform depends upon an adequate response to the need for (i) refining and applying the concepts of the reform in vocational, technical and polytechnic education, (ii) the establishment of programs for training practical teachers; and (ili) control of enrollments, especially in higher education, to keep the supply and demand of manpower in reasonable balance and to limit recurrent expenditures. APPENDIX 2 Page 1 FEATURES OF THE SECOND PROJECT Vocational Training 1. The goal is to produce adaptable workmen. Courses at the first level (Grades 9-10) would start with six months of basic training in tech- niques common to a variety of occupations. This would be followed by more intensive training in a narrower range of skills performed in a related group of occupations. Training would be made to approximate real working conditions by integrating practical and theoretical aspects of workshop practice and by interspersing institutional training with brief work expe- riences. Graduates would be prepared to gain experience on the job and to upgrade their skills further through various non-formal courses. Courses at the second vocational level (Grade 12), following on practical courses offered in the new secondary curriculum, would be limited to skill-intensive training over a six to twelve month period. Engineering Education - The Barcelona Polytechnic 2. The project would make fundamental changes in the quality of engineering education. A new structure would be introduced in higher education. Following selection at the end of the third year, 550 students would take a short terminal technician course for a diploma at another lo- cation, thus helping to achieve a better balance between engineering and technician enrollments. Curricula for the first time would follow an over- all integrated pattern and would be supervised by a studies commission. Courses would be offered by 15 departments to be created (none exists at present). About 1,000 class hours at practical instruction in labs (26% of the total over 5 years) would be included, vs. 70 at present. Each student of the five-year course would have three on-the-job experiences in industry to complement his academic training. Class hours would be kept at 25 per week (vs. 35-40 at present) to allow time for independent study. Three research institutes would be established to develop closer links be- tween industry and teaching. These institutes, in petro-chemicals, cyber- netics (automatic control devices), and construction, would be directed by teaching staff and financed largely through contracts with private enter- prise and would allow advanced students a chance to apply their knowledge in solving real problems. 3. An estimated 730 teaching staff will -be required when the poly- technic is in full operation, corresponding to a teacher-student ratio of 1:13, a significant improvement over the 1:20 equivalent at present. About 60% would teach full-time vs. 19% at present. All teaching staff would undergo training in pedagogical techniques at the attached Institute of Education. The Technical Cabinet of the Polytechnic has prepared a staff development plan showing annual recruitment by department to move from the APPENDIX 2 Page 2 present stock of 640 professors (270 full-time equivalent) to the 730 required by 1980. This task is greatly facilitated by the new Education Law which streamlines recruitment procedures in allowing universities to contract personnel directly. 4. The proposed Barcelona Polytechnic would also be a more productive institution than at present. Dropout and repeater rates were so high between 1966 and 1971 that it took the equivalent of about 24 years of classroom space and teacher effort for each student who graduated. At the average operating cost per year, US$540 (1968 average at 1971 prices) it cost about US$13,000 to produce a graduate. The annual per student op- erating cost of the new institution owing to the above improvements in qual- ity, is expected to be about US$1,540 (1971 prices), almost three times as high as is being spent on traditional engineering education. flowever, qual- itative changes are expected to reduce the amount of time it takes to produce a graduate to about eight student years, or a total cost of about US$12,300 per graduate. In short, it would cost more for each student enrolled in school, but slightly less for each graduate. 5. Acceptable schedules of accommodation have been prepared with Bank assistance. Space utilization would be efficient, about 60% for laboratories and 75% for classrooms, based on a 40 hour week. A central laboratory would be provided for expensive equipment to ensure accessability and efficient use. Residential facilities would be provided for 3,300 stu- dents out of 9610. APPENDIX 3 Page 1 TECHNICAL ASSISTANCE 1. The proposed project includes a provision for 35 man/years of specialist services and 36 man/years of fellowships to help implement the project items and related reforms. The total cost is estimated at US$1.4 million, 3% of the estimated foreign exchange cost of the total project, of which US$1.2 million would be for specialist services and US$0.2 million for fellows. The technical assistance is intended mainly to help in build- ing up an apparatus for managing the project institutions and in training Spanish management to take over the institutions. The detailed outline which follows is a preliminary estimate which may be altered during imple- mentation. 2. Specifically, the technical assistance would include: (a) Vocational Training: (i) Two hundred man/months of fellowships at 4 months each for 50 directors of the centers and two man/years of expert services to develop local training programs for managers; (ii) Eight man/years of expert services on job analysis, and curricula development, including programmed instruc- tion to develop pilot programs in mechanics. (iii) One man/year of expert services on facility design and construction. (b) Agricultural Technical Institute at Palencia: (i) Six man/months of fellowships for the director and one man/year for a resident advisor on the adminis- tration and academic program; (ii) Twenty man/months of fellowships at four months each for five department heads. (c) Barcelona Polytechnic University: (i) Twelve man/months of fellowships and three man/years of expert services in university planning; (ii) Twelve man/months of fellowships and two man/years of advisory services on administration and organization; (iii) Ninety man/months of fellowships and four man/years of expert services on planning the academic program by department; APPENDIX 3 Page 2 (iv) Twelve man/months of fellowships and 3 man/years of advisory services on such topics as preparation of equipment lists, layout of laboratories, cooperative programs with industry and in-service teacher training; (v) Four man/years of fellowships and 3 man/years of advisory services in developing the computer centers at both Barcelona and Valencia. (d) Institutes of Education: Thirty-two man/months of fellowships and three man/years of expert services on the development of teacher training courses in technical, vocational and agri- cultural subjects. (c) National Board of Universities: Two man/years of expert serv- ices in establishing a technical secretariat for planning higher education. (d) Educational Complexes: Three man/years of expert services for developing master plans for multi-purpose educational centers. 3. All specialists would be acceptable to the Bank and would be selected under the Bank's guidelines for selecting consultants. The recruitment and supervision of the technical assistance would be carried out by the respective project units. Implementation would extend through 1975, as shown in the Annex to this Appendix. S P A I N SCHEDLE OF TECHNICAL ASSISTANCE* (Calendar Years) 1972 1 9 7 3 1 7 -1 9 7 5 Total Specialists in: 3rd Q U A R T d - U A R T E R - A R T E R Man/ ______ _____ _____ _____ _____ _ ~J~~h ~ Ist 2nd 3rd 14th Ist 2nd lt 2d rd 4th Months VOCATIONAL TRAINING A. Training Programs for Management 2L B. Job Analysis 1 1 1 1 12 C. Curriculum Development 1 1 5 1 1 1 5 14 60 D. Programmed Instruction: 132 Mechanics 1 1 1 1 1 1 1 124 E. Facility Design and Construction 1 1 1 1 12 AGRICULTURAL TRAINING Curricula Development and Adminis. 1 1 2 12 12 BARCELONA POLYTECHNIC A. University Planning 1 1 1 1 3 1 1 1 2 36 B. Administration and Organization 1 2 1 1 2 1 2 C. Curricula Planning 4 8 48 D. Equipment Lists 2 1 112 1 E. Placement 1 16 F. laboratory Layout 1 1 61 G. In-Service Teacher Training 2 2 12J VALENCIA & BARCELONA Development of Computer Centers 1 1 1 1 1 1 2 1 1 1 1 36 36 INSTITUTE OF EDUCATION Developing Training Courses 1 1 3 1 1 1 3 1 36 36 NATIONAL UNIVERSITY COUNCIL High Level Manpower Planning 1 1 1 1 1 1 1 1 24 24 EDUCATIONAL COMPLEXES Master Plans for Multi-purpose Educational Centers 1 1 2 2 2 2 1 1 36 36 T O T A L 1 1 7 7 26 11 11 10 28 9 4 4 20 1 420x | $ R-fh ,iiH;it m rifies three man-months of professional services, except for the summary columns at the right. SPAIN: STRUCTURE OF THE TRADITIONAL EDUCATION AND TRAINING SYSTEM | a HIGHER EDUCATION -MIDDLE LEVEL EDUCATION LABOR PRIMARY EDUCATION UNIVERSITIES FORCE MEDICAL FACULTIES ARTS AND SOCIAL SCIENCE DOCTORATE PRCOFESSION AL HIGHE TECHNICAL SCHOOLS KEY UPPER ENGINEERING DOCTORA * Lover Bachilierto SCHOOLS 3Bachillerato ARTS TECHNICIAN TRAINING INSTITUTES II Pre-Uni-ersity Year SCIENCE El Evening Classes PRIMARY TEACHER TRAINING CENTERS TECHNICIAN TECHNICAL -- - - - -^-_ S-_I LEVEL Courses Outside the Formal Syre1 MARINE & FISHING TRAINING CENTERS "-__--"~~~~~-- - -- - Q -- - - - - -- -- -- - -- Accelerated Training Agricultural or Industrial COMMERCIAL SCHOOLS @) Shills lPPO) _ _f _i L i m u m n LICENCIADO l [: INGENIERO 3 AGRICULTURAL TRAINING SCHOOLS SKILLED WORKER LOWER SECONDARY ,,- "Capt_acSILEDWOKE SCHOOLS mmmmm-9.),m - LEVEL P.P.0. OCATIONAL CENTERS a a @ ® O "l.wici-ro" "otic,aha"aa SEMI AND UNSKILLED WORKER LEVEL PRIMARY SCHOOLS E-IAStC AGRICULTURAL TRAINING | COURSE "P~~~~~~~~~~" lante e I YEAR 1 QD o rrrrrrrrrnnnnnnnnrrrrP~~L GRADE 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 AG, OF i l l l l l l l l l l i i i ENTRY 6 7 a 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 COMPULSORY LOUCATION AUTHORITIES 1) VOCATIONAL SCHOOLS: Minisrp of Education: Mintiary of Labor: Syndicrte SchIool, Labor Unicorsitaes; Church, Private 2) AGRICULTURE: Ministry of Agriculture 3) MARINE and FISHING: Ministrv of Con-erce I 4) ACCELERATED TRAINING: Ministry of Labor (Programa de Promocion de Obrer-PPO); Ministry of Agriculture > Woeld san-k62651Ri SPAIN: REFORMED STRUCTURE OF THE EDUCATION AND TRAINING SYSTEM LABOR FORCE DOCTORATE PROFESSIONALS KEY 6 7.......N KEY ~~~~~~~~~~~~~~~~~~~~~UNIVERSITIES (ARTS & SCIENCE)OCTR EPO 510AL * Bachillerato I I 1 o Diplom,ado ........................... * Licenciado DOCTORATE 0 Ingeniero z Ingenlero ~~~~~~~~~~~~~~~~~POLYTECHNIC UNIVERSITIES VT 1:vocational Training: First Level ::VT 2:Vocati-nal Training: Second Level :: T 3 Vocational Training: Third Level UOC University Orientation Course C Cornpeeat-ry Training for Reentry _ _ _ _._._._._ to For-aI Education INSTITUTES OF EDUCATION J3A Adaptation Course A- en.at.d Non forr,r1 Training in. OAgricltural and Industria Skills l| .................... -Institutions Included in Proposed VT3 Second Prolect t TECHNICIAN a 0........................... TECHNICIANS INSTITUTES i3_ UNIVERSITY SCHOOLS. COMPREHENSIVE SECONDARY I SCHOOLS ..................................... BASIC GENERAL SCHOOLS ........... - '',SKILLED WORKERS A SECOND CYCLE | * 0 0 0 0 0 0 u i4<<***-*******|^ ( d}9Gq3 ~~~~~~~............. ........................ ........ .I...... FIRST CYCLE ------------L AD............................................................................. UNSEMI-SKILLED AND D _~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~UNSKILLED WORKERS GRADE 1 2 3 4 7 8 9 10 11 12 13 14 15 16 17 18 19 A AGE 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 1 FIRST CYCLE I. SECOND CYCLE .1 | FIRSTCYCLE41 SECOND DOCTORATE BASIC GENERAL EDUCATION - . . SECONDARY EDUCATION 4|4 HIGHER EDUCATION World Bank-6276(3R) Ni SPAIN SCHEDULE FOR IMPLEMENTATION OF THE EDUCATIONAL REFORM, 1970-71 - 1980-81 _~~~~~~~~~~~~~~~~~~__ I I I I I I Academic Years Level and Type 1970-71 1971-72 1972-73 1973-74 1974-75 1975-76 1976-77 1977-78 1978-79 1979-80 1980-81 I. FIRST LEVEL A. Basic General (First Cycle 1-4 | B. Basic General (Second Cycle) I 6 C. Vocational Training 1- _- _ _ - - -11 2 - , - | IL. SECOND LEVEL A. Unified Secondary _ E |1 | l 2 | || |] 3 | B. Compensatory Course 1 C . V o c a t i o n a l T r a i n i n g 2…. _ _ _ _ _ _ _ - - - - - - - - - - - - - - - D. University Orientation Course E_____ -------- -------------L- . - -------- Ill. THIRD LEVEL A. Technician Schools --- B. Polytecnic (First Cycle) j EI_IiI__I_liilI |I 1 C. University (First Cycle)-___ -- - I2----3-- D. Vocational Training 3____ .. _______-._______-_______-|-1-| -------L---- 1w- E. University (& Polytecnic) ___ 4 | 1…----_ _|4 | 5 (Second Cycle) _ _--_ _ F. Doctorate ---J 6----- -- ------------------- D E Experimentation -t Nation-wide Implementation Numbers refer to grades. * Implementation Completed Source: Ministry of Education, "Implantation de la Reformna del Sistema Educativa." World 8ank-6292(2R) SPAIN ORGANIZATION OF THE MINISTRY OF EDUCATION, 1971 CENTRAL ADMINISTRATION MINISTER EXECUTIVE COUNCIL TECHNICAL OFFICE |ADMINISTRATIVE OFCE * | ~~UNDER-SECRETARY SECRETARIAT | | DIRECTOR GENERAL DIRECTOR GENERAL DIRECTOR GENERAL DIRECTOR GENERAL DC G DIRECTOR GENERAL D TECHNICAL SERVICES OF PEDAGOGICAL OF VOCATIONAL PROGRAMMING AND UNIVERSITIES OF FINE ARTS ARCHIVES & PERSONNEL PLANNING TRAINING INVESTMENTS & RESEARCH LIBRARIES &LANNING UNIVERSITY STUDENTPLANNINGIA FINEARTSISSOIALTAION TECNICALVICE CURRICUL-A AFAIRS PROGRAMMING REGULATIIONS | PROV5NCIAL | | o < | IN5PECTORATE l ~~OCIA MATERS METHODS ~ ~ ~ ~ ~ ~ BDGTPESNNLPERSONNEL & AUTOMTION & VALUATON TRIIGFINANCIN PESONE TEACHER PERMANENT EDUCATIONAL RESEARCH TRAININO C& SPECIALSERERE TRAINITEDUCATION CENTRES UNIVERSITY CENTRES PROVINCIAL ADMINISTRATION I 50 PROVINCIAL DELEGATI1ONS77 CLrNCI J EA D SRTECHNICAL CUCL LEAjDVSRINSPECTORATE PROVINCIAL SECRETAR ADMINISTRATIVEJ I cuLTURAL P SERVICES ACTIVITIES PROGRAMMING CONSTRUCTION0 I World Bank-6256(2R) SPAIN: EDUCATIONAL PYRAMID, 1967-1968 BY AGE AND LEVEL OF EDUCATION AGE _ _ _ _ _ _ _ _ _ 30 __ _ __ _ __ _ _ 29 . . . . . 28 __ 27.. .. 26.. 25 q . . - . . . 24 23 22 ... 21 20 18 14 1 3 1 2 1 0 9 F 8 7 4 3.. 300 20 20 10 10 s 0101 200 250 300 (IN THOUSANDS) 1: Total popuation in agegroup Primar Vocational and Primary Teacher Training> Pre-School Secondary General and Technical Higher Education World Bank - 4693(4R) CHART 6 S P A I N SECOND EDUCATION PROJECT IMPLEMENTATION SCHEDULE FIRST YEAR SECOND YEAR THIRD YEAR FOURTH YEAR FIFTH YEAR 1 2 3 4 5 6 7 8 9 10 I l 12 13 14 15 16 17 18 19 20 COMPREHENSIVE SECON'ARY Professional Services **o 000 6 4 4 6 6 J 6 4 6 Civil Works BB+ +++ xxx xxx xxx xxx Furniture & Equipment =BB B++ ++v vw vvv vvv v VOCATIONAL TRAINING Profe ssional Services **M MMB Moo 000 o 6 4 6 6 6 6 6 6 6 6 6 Civil Works BB B++ 4+x xxx xxx xxx xxx xx Furniture & Equipment === BBB +++ ++v vvv vvv vvv v wv AGRICULTURE TECHNICAL TRAINING Professional Services *** MIM o0o ooo .4 . 06 6 4 6 6 6 4 6 Civil Works BBB -. xx xxx xxx xxx Purniture & Equipment =BB B++ ++v vvv vvv vwv w BARCELONA POLYTECHNIC Professi-oal Services **M MMM MM.o .oo ooo ..0 00 o $ 4 6 6 d 6 J 6 4 6 l Civil Works BEB -H+ xxx xxx xxx xxx xxx cX Furniture & Rquipment BBB ++ -+ vwv vvv wv vwv vvv VALENCIA POLYTECHNIC Computer = = BBB +++ +- w vvv vvv v Teaching Equipment BBB +++ +vv vwv VSv VV TEACHER TRAINING CENTERS Professional Services **o 000 000 00 6 4 4 6 4 4 4 .4 4 4 Civil Works B BB+ ++- xxx xxx xxx xxx xxx Furniture & Equipment = B BB+ +++ vvv vv-v vvv vw v Technical Assistance -T TTTTT TT TTT TTT TTT TTT TTT TTT Legend: * - Design and planning teams appointed + - Tender and contract awards M - Master plan development x - Construction o - ArchitecLural design - Preparation of master lists - Co-stru-tion supervision v - Manufacturing and reception B - Bank reiew T - Technical assistance 1/ -cr nc tails on technieal assistance see Annex . n - x n w c o o 8- 8 n .C>ss8 o ' -4- t8 -m >- ° 8;>g 8 n iv X 8 .L I-oa¢ f __~~~~~~~t j m >P>F>F>>Wt@@ 9:FFFMO@<&894C8C gX2.4B W~~~~~~~~18 &- 8-I X>XNXBOE E ~ ~ ~ ~ ~ ~ 444 4.48- n ';- 3 SS- 7 -. n~~~~~~~~~~~~~~~~~8 3I 8-8IE W_s_- __s_~~~~8 C8-8 - OW 44.4444 -U "'-' 8- >v OOSS;:eS S;OWW OeWu;ji o m~~~~~~~~~~~ -WntUWWm. OUWr WG.7WS ss E Sowi _SS9g wtw XSwWS gi'i=SW twww wo: owoe o__ w ei iiv_ws wSSi | w 2$- .~~~~ '; I;tM; _ > >VMf>WP >>>PD > ;;; ?z. E wwWW9G>bS_ ie_w wwe i °vee-ie owwo_o.wszvoi~ sWo iwleoSwvoW n | c 5t<;¢18- r w m n G < W P W W W n j o w n n n l G _1 xweow x wweW S wvw_c gs w owPz >~gsr Sorwwswwo.ew rwkwi re t ug_w _ a I-' Wn7e2 Nq CssS ew_sov w s_.vw.avW_w ww vow D w_ >.ow -w r GSI O n i E w e V b M ~~~~~~~~~~~~~~~~~~~~~~I iG e~~~~~~~~ -n 3" 2- aiooiiw o w.o v o_ ¢_WW_ii_ t_ wtWoDi S~~~~~~~~~~~~~~~~~~~~~~~~~~~444 C4' 4448 o w1oow-GV S O "r W. |- a 18t -E -E .444< C CgS yv s i wowwSe:g9Ye SEYog YYgwww gewwtweWosgsw _gv _ _$S C@$S$ $$$$ 4 _ 8eC1 X W W O I; X X K KX PW K O W e x 1- K X Se G X~~~~-~ 18 Ann~ ~ ~~~~~~~~~~~- '; ' W ws-o9o vwe weww W_so wWptsgiiWW s;w~ i iig e e e sws j;~Sp5Y8 o_wei_v goziP>_ _:eroDs:Piiw>:owS>=- -. 8-:i;l,.4 W 44 o>_4… W xn PK -K -4 sP e P K X2 9< - SPAIN: BASIC ECONOMIC INDICATORS (billions of Ptas.) 1960 1965 1966 1967 1968 1969 1970 1975 1980 Average Growth Rates p.a. (prov.) (III Plan Proj.) (Proj. 1970 1960-70 1970-75 1970-80 (1970 prices) prices) l. Population (thousands) 1/ 30,583 31,762 32,127 32,452 32,783 33,113 34,033 35,572 37,659 1.1 1.0 1.0 2. GNP (market prices) 770.9 1,166.2 1,260.6 1,314.1 1,388.6 1,495.2 1,587.9 7.5 3. GDP (current factor cost) 576.6 1,198.3 1,372.6 1,514.0 1,681.2 1,862.8 2,087.1 2,886 3,923 7.5 2/ 6.7 6.5 of which: Agriculture 136.8 215.5 241.0 243.6 271.7 280.1 277.3 321 373 2.9 3.0 3.0 Industry 203.3 433.4 488.0 523.7 573.8 658.3 740.2 1,113 1,598 9.8 8.5 8.0 Services 236.5 549.4 643.6 746.7 835.7 924.4 1,069.6 1,452 1,952 7.7 6.3 6.2 l. Labor Force (thousands)-/ 11,817 12,177 12,284 12,405 12,520 12,593 12,732 13,542 l5,083 0.8 1.2 1.8 of which: Agriculture 4,923 4,040 3,962 3,936 3,902 3,801 3,706 3,371 2,870 (-) 2.9 (-) 2.0 (-) 2.6 Industry 3,757 4,324 4,426 4,483 4,549 4,653 4,746 5,534 6,672 2.4 3.1 3.4 Services 3,137 3,813 3,896 3,986 4,069 4,139 4,280 4,637 5,541 - 3.2 1.6 2.6 5. Unemployment Rate(% of Labor Force) 1.5 1.5 1.4 1.9 1.9 1.5 1.6 1.5 1.5 6. Net Emigration of Labor Force (thousands) 38.1 56.2 0.3 (-)24.3 52.8 76.0 48.4 50.0 40.0 7. Public Current Revenues: - absolute amount h/ 105.9 233.5 268.2 369.8 404.2 471.2 n.a. 750 n.a. 8.0 6/ - % of GDP 18.4 19.5 19.5 24.4 24.0 25.3 n.a. 260 n.a. 8. Public Expenditure: h/ 101.9 227.2 263.4 352.0 390.2 458.5 n.a. 915 n.a. 12.2 of which: Recurrent 75.7 171.3 198.4 280.3 318.3 365.5 n.a. 710 n.a. 11.7 Capital V/ 26.2 55.9 65.0 71.7 71.9 93.0 n.a. 205 n.a. 14.0 Sources: Census Data; Contabilidad Nacional de Espana; Encuestas Sobre la Poblacion Activa (various years); Anuario Estadistico 1970; Cuentas de las Administraciones Publicas (various years); III Plan; Staff Estimates. v Includes Centa, Melilla and Sahara. 2/ Real growth rates. Y Revised series; data refer to last quarter of each year. l/ Includes Central Government, Social Security System, Autonomous Agencies (except marketing agencies) and Local Authorities 5i Gross Fixed Investments and Capital Transfers (Net). e Projected Growth Rate 1969-1975. SPAIN: GlP,# Bploy'ment and Prouewti sty b Sector 1960-1970 with FroleotionA to 19W A. Actual and Projected Growth Rates p.a. 1960 '-1970 1970'-1975 1970 -1980 GDP Productivity Empqoyment GDP Productivity Enploynent GDP Productivity Unployment 1. Agriculture 2.9 5.8 t-) 2.9 3.0 5. o(-) 2.0 3.0 5.7 (_) 2.6 2. Industry 9.8 7.2 2.4 8.5 5.3 3.1 8.0 4.6 3.4 3. Services 7.7 4.4 3.2 6.3 4.6 1.6 6.2 3.5 2.6 4. Economy 7.5 6.7 0.8 6.7 5.5 1.2 6.5 4.7 1.8 Sources: III Plan, I.N.E., Staff Estimate. B. Employment by Sectora (thousands) 1960 1965 1966 1967 1968 1969 1975 1980 1. Agriculture, Forestry and Fishing 4,923 4,040 3,962 3,936 3,902 3,801 3,371 2,870 2. Industry 3,757 4,325 4,426 4,483 4,548 4,653 5,534 6,772 of which: - Mining 195 152 144 136 i33 126 92 54 - Manufacturing 2,645 3,123 3,185 3,210 3,252 3,345 3,912 4,808 - Construction 837 965 1,011 1,049 1,074 1,092 1,366 1,707 - Electricity, Gas and Water 80 85 86 88 89 90 164 203 3. Services 3,137 3,812 3,896 3,986 4,070 4,139 4,637 5,541 of which: - Commerce 965 1,165 1,211 1,270 1,287 1,321 1,462 1,718 - Transportation 546 594 609 619 633 640 726 886 - Others 1,626 2,o53 2,076 2,097 2,150 2,178 2,449 2,937 4. Total Employment 2 11, 817 12,177 12,284 12,405 12,520 12,593 13,542 15,183 Sources: I.N.E., Poblacion Activa (various years); III Plan; Staff Estimate. 1/ Including frictional unemployment SPAIN: EDUCATIONAL ATTAINMENT OF LABOR FORCE (1969) (percentages) Having Having Having Completed Completed Attended Pos-SeconHary seconda Primay Illiterate Total 1. Farmers and Farm Workers 0.1 0.2 92.1 7.6 100.0 2. Professionals and Higher Technicians 72.9 9.9 17.2 ... 100.0 3. Managers and Executives 4.7 14.1 81.2 - 100.0 4. Sales Personnel 1.3 2.5 94.6 1.6 100.0 5. Clerical 1.0 12.0 86.8 0.2 100.0 6. Technicians 4.6 71.5 23.9 - 100.0 7. Craftsmen, Foremen 0.1 0.6 98.3 1.0 100.0 8. Laborers *-- 0.1 94.5 5.4 100.0 9. Service Workers ... 0.2 91.4 8.4 100.0 10. Others 0.9 9.3 86.9 2.9 100.0 TOTAL 1.5 3.7 91.0 3.8 100.0 Source: Adapted from I.N.E., Encuesta Sobre la Poblacion Activa (1969) SPAIN: PROJECTED MANPOWER REQUIREMENTS, 1971-1980 (thousands) 1971 Manpower Stock 1980 Manpower Net Demand 1970-1980 1971 Manpower Stock 1/ Surviving to 1980 2/ Requirements3/ Occupational Groups (Rounded Figures) Replacement Expansion Total 1. Professional and Higher Technicians 190 160 320 30 130 160 2. Managers, Executives 170 150 270 20 100 120 3. Sales Workers 2,130 1,820 2,630 310 500 810 4. Clerical 1,200 1,030 1,960 170 760 930 5. Technicians 380 330 660 50 280 330 6. Craftsmen, Foremen 3,350 2,830 4,900 520 1,550 2,070 7. Laborers 1,040 880 600 160 (-)440 (-)280 8. Service Workers 900 760 1,100 140 200 340 9. Farmers & Farm Workers 3,460 2,950 2,740 510 (-)720 (-)210 10. Others 50 40 - 10 (-) 50 (-) 40 TOTAL 12,870 10,950 15,180 1,920 2,310 4,230 Total Education Requirements4/ 4,760 1/ Based on linear extrapolation of 1964-1969 trend in occupational coefficients. 2/ Survival factors (allowing for mortality and retirements) were applied to the Spanish occupational structure for 1971. Because of lack of data, the retireznent coefficients used are not occupationally specific, and no allowance was made for inter-occupational mobility. 3/ The following set of occupational coefficients, derived with some adjustments from linear extrapolation of 1964-1969 trend, was used for the projection of 1980 manpower requirements. 4/ Includes the need for retraining workers displaced by technological progress (some 280,000 laborers, 210,000 farmers and farm workers, and 40,000 workers from other occupational groups). It does not include the need for upgrading the educational level of the existing manpower stock. Sectors 1 2 3 4 5 6 7 8 Agriculture, Occupational Forestry & Manufacturing Construction Electricity, Transport and Other Groups Fishing Mining Industry Industry Gas & Water Commerce Communications Services 1 0.003 0.020 0.008 0.015 0.036 0.005 0.010 0.075 2 0.001 0.013 0.025 0.028 0.016 0.030 0.010 0.010 3 0.009 0.040 0.109 0.106 0.075 0.678 0.254 0.168 4 0.002 0.040 0.123 0.074 0.210 0.220 0.232 0.209 5 0.007 0.035 0.024 0.035 0.090 0.006 0.040 0.136 6 0.020 0.610 0.630 0.667 0.519 0.040 0.419 0.034 7 0.001 0.229 0.078 0.072 0.010 0.017 0.021 0.011 8 0.001 0.013 0.003 0.003 0.044 0.004 0.014 0.357 9 0.956 - ..... ... ... ... ..... 10 - - - - - - - 1.000 1.000 1.000 1.000 1.000 1.000 1.000 1.000 SPAIN: PROJECTED EDUCATIONAL REQUIREMENTS 1971-1980 1/ (thousands) Primary Education & Vocational Other Vocational Training Training Third Level Occupational/Education First Level Comprehensive Second Level (Higher Groups Levels (or equivalent) Secondary (or equivalent) University Technicians) Total 1. Professional & Higher Technicians - 32 80 48 160 2. Managers, Executives - 84 18 6 12 120 3. Sales Workers 486 243 - 81 810 h. Clerical 279 558 - - 93 930 5. Technicians 33 - 198 - 99 330 6. Craftsmen, Foremen 1,652 - 418 2,070 7. Service Workers 255 34 51 - - 340 TOTAL DEMAND 1971-80 2,705 919 717 86 333 4,760 1/ The following occupation-education matrix, based on international comparison of educational requirements for new entrants in the labor force, was used for projection. Primary Education & Vocational Other Vocational Training Training Third Level Occupational/Educati cnal First Level Comprehensive Second Level (Higher Groups Requirements (or equivalent) Secondary (or equivalent) University Technicians) Total 1 - 0.200 0.500 0.300 1.000 2 0.700 0.150 0.050 0.100 1.000 3 0.6co 0.300 - - 0.100 1.000 4 0.300 0.60o - 0.100 1.000 5 0.100 - 0.600 0.300 1.000 6 0.800 - 0.200 - - 1.000 7 0.750 0.100 0.150 - - 1.000 0\o SPAIN: PROJEWTED DEMAND FOR ENGINEERS 1971-1980 1971 Stock 1971 Stock Surviving to 1980 Manpower Sectors (estimate) 1/ 1980 2/ Requirements 3/ Replacement Expansion Total 1. Agriculture, Forestry and Fishing 176 146 378 30 202 232 2. Mining 543 452 98 91 (-) 445 (-) 354 3. Manufacturing Industry 6,540 5,439 16,538 1,101 9,998 11,099 4. Construction Industry 2,500 2,079 10,770 421 8,270 8,691 5. Electricity, Gas & Water 1,228 1,021 3,846 107 2,618 2,725 6. Commerce 200 166 260 34 60 94 7. Transport and Communication 725 602 888 123 163 286 8. Other Services 6,156 5,118 10,259 1,038 4,103 5,141 TOTAL 18,068 15,023 43,037 3,000 nb-25,000 -w28,000 1/ Based on Instituto de Ingenieros Civiles de Espana, Informe MKatut. 2/ Assuming that the probability of death and retirement for engineers is the same as for the group professionals, higher technicians, managers and executives. 3/ Staff estimate, based on the pattern of change in occupational coefficients in the period 1965-1970. SPAIN: PROJECTED ANNUAL DEMAND FOR ENGINEERS 1971-1980 Average Annual Total Annual Time Expnsion Replacements Demand tl (1971-72) 1,569 300 1,869 t2 1,726 300 2,026 t3 1,898 300 2,198 t4 2,088 300 2,388 t5 2,297 300 2,597 t6 2,526 300 2,826 t7 2,77n 300 3,078 t8 3,056 300 3,356 t9 3,362 300 3,662 tlO (1980-81) 3,700 300 4,000 TOTAL 25,000 3,000 28,000 S P A I N ENROLLMENTS UNDER THE TRADITIONAL STRUCTURE (1960-1970) AND PROJECTIONS FOR THE REFORMED STRUCTURE (1975.1980) Number of Students Enrolled Actual Estimates Projection Increase 1960-1970 Increase 1970-1980 Level and Type 1960/1 1965/6 1968/9 1970/1 1975/6 1980/1 Enrollment % Enrollment % I. FIRST LEVEL EDUCATION (Total) 3,859,320 4,768,040 5,545,440 6,058,430 6,781,880 6,387,000 2,199,110 57.0 328,570 5.4 A. Traditional Structure (1,973,160) 1. Pre'School } 3,387,350 3,942,190 725,180 - - - 2. Primary Education 3,664,820 667,570 - - 3. Elementary Bachillerato 394,630 697,290 1,005,620 1,149,950 - - 4. Vocational Training 77,340 128,560 149,820 155,640 - - B. Reformed Structure (4,085,270) 1. Pre-School - - - 834,210 957,000 995,000 2. Basic General - - - 3,251,060 5,557,490 5,100,000 3. Vocational Training - First Level - - - - 267,390 292,000 II. SECOND LEVEL EDUCATION (Total) 160,570 254,170 328,050 335,630 786,800 1,852,000 175,060 109.0 1,516,370 451.8 A. Traditional Structure 1. General Bachillerato 60,210 108,890 166,890 190,980 - - 2. Technical Bachillerato 23.970 49,800 32,230 11,310 - - 3. Pre-University 19,220 28,110 37,500 50,400 - - 4. Vocational Training 11,030 19,070 24,900 27,940 - - 5. Other 46,140 48,300 66,530 55,000 - - B. Reformed Structure 1. Unified Secondary - - - - 625,800 1,370.000 2. University Orientation - - - - 106,000 226,000 3. Vocational Training - Second Level - - - - 55,000 256,000 II. THIRD LEVEL EDUCATION (Total) 174,270 260,420 308,110 327,160 452,000 669,000 152,890 87.7 341,840 104.5 A. Traditional Structure (284,960) 1. Middle Grade Technical 43,750 65,530 66,130 69,170 2. Primary Teacher Training 43,130 63,120 54,540 47,840 3. Higher Technical Schools 15,020 32,900 40,930 39,600 4. University 62,100 92,980 134,840 158,550 5. Other 10,270 5,890 11,670 12,000 B. Reformed Structure 1. First Cycle - - - 352,000 472,000 2. Second Cycle - - - - 82,000 124,000 3, Doctorate - - - 12,000 48,000 4. Vocational Training - Third Level - - - 6,000 25,000 T 0 T A L 4,194,160 5,282,630 6,181,600 6,721,220 8,020,680 8,908,000 2,527,060 60.3 2,186,780 32.5 Source: 1960 - 68: National Institute of Statistics 1970 - 80: Bas-d an III Plan targets Other Includes: Fine Arts, Social Welfare ANNEX 9 S P A I N ENROLIMENTS, GRADUATlS AND TEACHERS BY LEVEL AND TYPE OF EDUCATION, 1969-1970 E N R O L L M E N T S T E A C H E R S % IN PUBLIC % GRADUATES ESTIMATED FULL-TIN TOTAL EDUCATION FEMALES TOTAL EQUIVALENCY Pre-Primary 797,139 ... 50% n.a. 21,000 Primary 3,758,222 .49% n.a. 129,277 Total Pre-Primary and Prinary 4,555,361 70% 49% n.a. 150,277 146,800 Middle Level General & Te ihnical Secondary General (Lower) (Grades 5-8) 1,108,488 30% 46% 106,580 Secondary General (Upper) (Grades 9,10) 202,049 28% 40% 52,877 Secondary Technical (Upper) (Grades 9,10) 22,230 65% 44. 2,800 1,765 Pre-University 44,461 39% 30% 26,835 . ... Total Middle Level 1-1,377,228 30% 43% n.a. 46,088 32,500 Miiddle Level Vocational 'Vocational Industrial 150,997 33% 4% 54,057 11,567 4,000 Arts and Crafts 61,300 60% 63% ... 1,654 1,250 Commerce 27,741 23% 38% 1,941 890 oo Para-Medical 10,637 40% 80 X .. 2,103 ... Techneian 62,239 54% 3% 5,544 3,822 3,380 Others 3,799 100% 0% 353 Total Middle Level Voc. 316,713 43% 20% 20,389 1-igher Universities 150,094 90% 30% 9,568 11,500 6,350 Higher Engineering 40,696 9cA 2% 2,300 4,171 2,100 Primary Teacher Trg. 41,183 86% 58% 13,911 4,050 3,200 Others 4,005 68% 64% ... 290 200 Total Higher 235,978 89% 31k 20,011 11,850 n.a.: not applicable ... : not available Source: Compiled from data provided by the National Institute of Statistics S P A I N ANEX10 Vocational Training: Schools. Enrollment, Graduates, Teachers ITE M C A T E C 0 R Y 1960 - 61 1965 66 1969 - 70 No. of Schools Total No. of Schools 370 393 518 Public 99 101 119 Privatel/ 271 292 399 Average School Size 177 318 291 (No. of students) Enrollment by Type Total Enrollment 65,429 125,080 150,997 of Public 21,196 36,819 50,350 School Private-I/ 44,233 88,261 100,697 % Public 32.4 29.4 33.3 Enrollment by Level Total Enrollment 65,429 125,080 150,997 of Initiation (Grades 7-8) 17,308 31,763 34,086 Training Craftsmen (Grades 9-11) 45,000 81,940 99,953 Masters (Gradesl2-13) 3,121 11,377 16,958 Graduation Total Graduates n.d. 9,927 n.d. (Public Schools only) Craftsmen 2,682 7,570 n.d. z Masters n.d. 2,402 n.d. Output as a /r of Enrollment - 36.8 Teachers Total No. of Teachers 7,592 9,935 11,567 Estimated Full-time equivalent 4,264 5,452 6,388 Student per equivalent Full-time Teacher 15.3 22.9 23.6 Public 1/ 2,924 3,025 3,779 Private- 4,668 6,910 7,788 % Public of Total 38.5 30.4 29.2 No. of Schools Total No. of School- 42 43 42 Students per School 516 484 660 Average School Size (Students) Total Enrollment 21,663 20,829 27,741 Enrollment by Type Full-time Students n.d. 4,536 6,155 "Free Students" n.d. 16,293 21,586 % Full-time - 21.8 22.2 Enrollment by Level Total 21,663 20,829 27,741 Lower Level 15,030 14,948 20,952 5, Higher Level 6,638 5,881 6,789 Graduation Total 3,153 1,672 1,834 As a % of Enrollment 14.6 8.0 6.6 o Teachers-/ Total 1,420 914 959 Students per Teacher 15.2 22.7 28.9 Teacher:Student - 5.0 6.1 No. of Schools 24 28 47 Students per School 53 65 70 `c Total Enrollment 1,275 1,811 3,300 Total Graduation 428 990 n.d. Graduates as % of Enrollment 33.6 54.7 Teachers Total Teachers-/ 256 312 350 Students per Teacher 5.0 5.8 9.3 Legend 1/ Syndicates, church, private schools, and labor universities. 2/ Full-time teachers, part-time teachers, and workshop instructors and assistants. 3/ Mission estimates, based on presently prevailing conditions. 4/ Private schools which are used by "free students" are not accounted for. 5/ All levels; it is not possible to estimate full-time equivalent. 6/ "Escuelas de Capataces," second level schools n.d. = No data available Source: Ministry of Education S P A I N TECHNICIAN TRAINING ENROLLMENTS and GRADUATES 1960/61 - 1969/70 . 1960/1 1967/ 1969/70 Enrollments Graduates Enrollments Graduates Enrollments Graduates Enrollments Graduates Architecture 3,321 155 9,664 450 11,908* 700 1 14,152 957 Aeronautics - - 1,002 68 920 108 909 39 Agriculture 2,831 289 3,924 390 3,859 686 4,306 327 Forestry 672 49 423 27 299 40 273 29 Industry 27,230 1,523 39,172 3,535 38,806 4,649 32,591 3,294 Mining 3,396 343 3,186 363 3,044 500 2,850 287 Naval - - 641 60 1,181 95 981 119 Publieworks 893 104 2,451 200 2,999 276 3,584 324 Telecommunication 1,163 298 1,496 122 2,156 132 2,318 122 Topography 264 54 323 53 379 37 335 46 Other 140 7 143 24 - - : _ T c t a 1 39,910 2,822 62,425 5,292 65,551 7,223 62,299 5,544 * Estimated Source: National Institute of Statistics S P A I N ENGINEURING EDUCTION ENADLIMENT AND W1JTPJT BY SPEIIZAL TION (1960/61 - 1970/71) 'CI4IN1~~I ..ING . 1960/1 1965/6 1966/7 1967/8 1968/9 1969/70 SPWCIAIIZ- Enroll- Gradu- mnroll- Gradu- inroll- Gradu- iˇroll- Gradu- laroll- Gradu- !snrol1- Gradu- A'TILON ment ates ment ates ment ates ment ates ment ates ment stes* GLCIhl-p C"Afi.l; 1,350 93 6,066 191 6,855 153 8,158 2)46 8,718 297 8,548 325 AL'(OIIUTICS 64)4 32 1,113 66 1,329 42 1,294 66 1,518 44 1,557 50 GJRICULMU,' 1,603 63 3,157 106 3,178 139 3,290 79 3,233 258 3,210 280 CTTIVII 1,008 79 2,897 15,7 3,658 44 4,969 147 4,998 298 3,790 300 INDU3TrIAI - 7,683 385 14,733 535 15,268 7,48 16,256 868 17,758 838 17,876 1,000 kINL G 877 67 1,626 83 1,395 o5 1,328 111 1,203 148 1,231 90 P0ft