public disclosure authorised caribbean … · at the lower secondary school level in suriname ......

CARIBBEAN DEVELOPMENT BANK

TWO HUNDRED AND SIXTY-FOURTH MEETING OF THE BOARD OF DIRECTORS

TO BE HELD IN BARBADOS

DECEMBER 11, 2014

PAPER BD 89/14

PAPER BD 89/14 Corr.1

ENHANCEMENT OF TECHNICAL AND VOCATIONAL EDUCATION AND TRAINING

AT THE LOWER SECONDARY SCHOOL LEVEL IN SURINAME

(President’s Recommendation No. 891)

1. The attached Report appraises a proposal from the Government of the Republic of Suriname

(GOS) to improve the preparation of students in Technical and Vocational Education and Training

(TVET) at the Lower Secondary School (LSS) level in Suriname. The project is part of Phase 2 of a programme of enhancement commenced by GOS in 2011 to ensure that all students at the LSS level

participating in TVET have opportunities for skills development, as well as additional pathways for

advancement in the education system. The project accords with the Suriname National Development

Plan (2012–2016) through its focus on enhancing the effectiveness and efficiency of the system to deliver quality TVET, and through its focus on skills development designed to enhance the

competiveness of the workforce in the long-term.

2. On the basis of the Report, I recommend:

(a) a loan to GOS, in an amount not exceeding the equivalent of twenty-one million, nine

hundred and forty thousand United States dollars (USD21.94 mn), comprising eighteen million, five hundred and seventy thousand United States dollars ($18.57 mn) from

Ordinary Capital Resources (OCR) of the Caribbean Development Bank (CDB); and

(b) three million, three hundred and seventy thousand United States dollars ($3.37 mn)

from CDB’s Special Fund Resources (SFR) to assist GOS in financing the project, on

the terms and conditions set out and referred to in Chapter 7 of the attached Report.

3. In addition, I recommend:

(a) a waiver of CDB’s Procurement Guidelines to permit the purchase of specified new vehicles without restriction to eligible countries; and

(b) a waiver of CDB’s Guidelines for the Selection and Engagement of Consultants to permit the funding of the Project Management Unit (PMU) responsibility allowances

from October 2018 until the completion of the Project.

The total value of these waivers is estimated at USD135,000 for the vehicles, and USD48,000 for the

responsibility allowances.

4. Funds are available within CDB’s existing resources and/or borrowing programme for the relevant disbursement period.

PUBLIC DISCLOSURE AUTHORISED

PUBLIC DISCLOSURE AUTHORISED

CARIBBEAN DEVELOPMENT BANK

APPRAISAL REPORT

ON

ENHANCEMENT OF TECHNICAL AND VOCATIONAL EDUCATION AND TRAINING

AT THE LOWER SECONDARY SCHOOL LEVEL IN SURINAME

(BD 89/14)

AR 14/9 SUR

DECEMBER 2014

Considered at the Two Hundred and Sixty-Fourth Meeting of

the Board of Directors, on December 11, 2014.

Director,

Projects Department (Ag.) - Andrew Dupigny

Division Chief,

Social Sector Division - Deidre Clarendon

This Document is being made publicly available in accordance with the Bank’s Information Disclosure Policy. The Bank does not accept

responsibility for the accuracy or completeness of the Document.

Any designation or demarcation of, or reference to, a particular territory or geographic area in this Document is not

intended to imply any opinion or judgment on the part of the Bank as to the legal or other status of any territory or

area or as to the delimitation of frontiers or boundaries.

This Report was prepared by an Appraisal Team comprising:

Idamay Denny, Portfolio Manager/Coordinator; Glen McCarvell, Operations Officer, Civil Engineer; Dionne O’Connor, Operations

Officer, Analyst; MacDonald Thomas, Operations Officer, Social Analyst; Valerie Isaac, Operations Officer, Environment;

Carl Howell, Economist; Takem Enaw, Legal Counsel; and Esther Mascoll, Coordinating Secretary.

CURRENCY EQUIVALENT

Dollars ($) throughout refer to Surinamese dollars (SRD) unless otherwise specified.

US$1.00 = SR$3.30

SR$1.00 = US$0.30

ABBREVIATIONS

% - per cent

ASF - assignable square feet

ASM - assignable square metres BMCs - Borrowing Member Countries

BOD - Board of Directors

BNO - Bureau of TVET

bn - billion CBA - Cost benefit Analysis

CBET - Competency-based Education and Training

CBOs - Community-Based Organisations CDB - Caribbean Development Bank

CG - Central Government

CMDGs - Caribbean Millennium Development Goals COHSOD - Council for Human and Social Development

COVAB - Training Centre for Nursing and Practitioners of Related Professions

CSP - Country Strategy Paper

CVQ - Caribbean Vocational Qualification DE - Distance Education

DMF - Design and Monitoring Framework

EBO - Junior Elementary Vocational Education EE - Energy Efficiency

EMF - Environmental Management Framework

EMP - Environmental Management Plans

ENO - Simple Home Economics Education ETO - Simple Technical Education

ETS - Elementary Technical School

ES - Education Specialist GOS - Government of Suriname

GDP - Gross Domestic Product

GE - Gender Equality GII - Gender Inequality Index

GNP - Gross National Product

HDI - Human Development Index

HR - Human Resources HRD - Human Resource Development

ICT - Information and Communication Technology

IsDB - Islamic Development Bank ISP - Implementation Support Plan

IMF - International Monetary Fund

IMEAO - Institute for Secondary Economics and Administrative Education LAC - Latin America and the Caribbean

LBO - Lower Vocational Education

(ii)

LSS - Lower Secondary School

LHNO - Lower Domestic Science and Technical Education LTO - Lower Technical Education

M&E - Monitoring and Evaluation

MDGs - Millennium Development Goals

MINOV - Ministry of Education & Community Development MINOW - Ministry of Public Works

mn - million

MPI - Multi-dimensional Poverty Index NATIN - National Institute for Natural and Technical Science

NER - Net Enrolment Rate

NIMOS - National Institute for Environment and Development NTA - National Training Authority

NQF - National Qualifications Framework

NVQ - National Vocational Qualification

OCR - Ordinary Capital Resources PCR - Project Completion Report

PDR - Preliminary Design Report

PE - Project Engineer PIC - Practical Instruction Centre

PLW - Project Launch Workshop

PM - Project Manager PMC - Project Management Consultant

PMU - Project Management Unit

p.p. - Percentage Points

PSC - Project Steering Committee PSEE - Primary School Exit Examination

PSR - Project Supervision Report

QA - Quality Assurance RE - Renewable Energy

SATS - Suriname Evening Technical School

SFR - Special Funds Resource

SWF - Sovereign Wealth Fund TA - Technical Assistance

TFM - TVET Facility Maintenance TOR - Terms of Reference TVET - Technical and Vocational Education and Training

UN - United Nations

UNDP - United Nations Development Programme UPE - Universal Primary Education

USD - United Stated Dollars

USS - Upper Secondary School

(iii)

MEASURES AND EQUIVALENTS

1 kilometre (km) = 0.621 miles (mi)

1 square kilometre (km2) = 0.386 square mile (mi2)

1 metre (m) = 3.281 feet (ft)

1 square metre (m2) = 10.756 square feet (ft2)

1 tonne (tn) = 1.1 short tons

1 litre (l) = 0.22 imperial gallon 1 hectare (ha) = 2.47 acres (ac)

1 millimetre (mm) = 0.039 inch (in)

TABLE OF CONTENTS

COUNTRY DATA: SURINAME

LOAN AND PROJECT SUMMARY

1. STRATEGIC CONTEXT AND RATIONALE 2. PROJECT DESCRIPTION

3. FINANCING STRUCTURE AND COSTS

4. PROJECT VIABILITY 5. RISK ASSESSMENT AND MITIGATION

6. IMPLEMENTATION AND PROJECT MANAGEMENT

7. TERMS AND CONDITIONS

APPENDICES

1.1 SURINAME’S RECENT ECONOMIC PERFORMANCE 1.2 SOCIAL CONTEXT

1.3 SUMMARY OF THE BASIC EDUCATION SECTOR IN SURINAME

1.4 ORGANISATION OF THE TVET SYSTEM AT THE LOWER SECONDARY SCHOOL LEVEL IN SURINAME

2.1 DETAILED DESCRIPTION OF THE PROJECT

2.2 DRAFT TERMS OF REFERENCE FOR DESIGN AND CONSTRUCTION SUPERVISION

2.3 DRAFT TERMS OF REFERENCE FOR CURRICULUM REVISION AND

DEVELOPMENT TO SUPPORT THE IMPLEMENTATION OF COMPETENCY-

BASED EDUCATION AND TRAINING 2.4 DRAFT TERMS OF REFERENCE FOR ENHANCING OF THE SERVICES

CURRICULUM TO EXPAND OPTIONS FOR HIGHER LEVELS OF FEMALE

PARTICIPATION IN TVET 2.5 DRAFT TERMS OF REFERENCE FOR THE DEVELOPMENT OF SECOND

LANGUAGE ACQUISITION STRATEGIES

2.6 DRAFT TERMS OF REFERENCE FOR TRAINING TO ENHANCE TEACHER

QUALITY IN REMOTE COMMUNITIES 2.7 DRAFT TERMS OF REFERENCE FOR THE DEVELOPMENT OF A NATIONAL

QUALIFICATIONS FRAMEWORK

2.8 DRAFT TERMS OF REFERENCE FOR THE DEVELOPMENT OF A PUBLIC EDUCATION AND AWARENESS STRATEGY FOR THE PROMOTION AND

MARKETING OF TVET

2.9 DRAFT TERMS OF REFERENCE FOR STRENGTHENING THE CAPACITY OF THE MONITORING AND EVALUATION SYSTEM OF THE MINISTRY OF EDUCATION

AND COMMUNITY DEVELOPMENT

2.10 DRAFT TERMS OF REFERENCE FOR THE DEVELOPMENT OF A MAINTENANCE

POLICY AND PLAN FOR PRACTICAL INSTRUCTION CENTRES 2.11 DRAFT TERMS OF REFERENCE FOR INSTITUTIONAL AND FUNCTIONAL

OPERATION OF PRACTICAL INSTRUCTION CENTRES

2.12 DRAFT TERMS OF REFERENCE FOR THE DEVELOPMENT OF DISTRICT SPECIFIC COMMUNITY CONTINUING EDUCATION PROGRAMMES TO

ENHANCE THE SKILLS OF RESIDENTS

2.13 DRAFT TERMS OF REFERENCE FOR PROJECT MANAGEMENT SERVICES 3.1 DETAILED PROJECT COST, PHASING AND FINANCING PLAN

4.1 DETAILS OF PRACTICAL INSTRUCTION CENTRES

(ii)

4.2 SAMPLE OF PROTOTYPE DESIGN

4.3 CRITERIA FOR SITE SELECTION AND APPROVAL 4.4 GENDER MARKER SUMMARY

4.5 GUIDELINES FOR THE PREPARATION OF THE ENVIRONMENTAL

MANAGEMENT FRAMEWORK

6.1 PROJECT MANAGEMENT ORGANISATIONAL STRUCTURE 6.2 PROJECT MANAGEMENT DUTIES AND RESPONSIBILITIES

6.3 PROJECT IMPLEMENTATION SCHEDULE

6.4 IMPLEMENTATION SUPPORT PLAN 6.5 ESTIMATED QUARTERLY DISBURSEMENT SCHEDULE

6.6 PROCUREMENT PLAN

6.7 REPORTING REQUIREMENTS 6.8 QUARTERLY REPORT ON INVESTMENT COSTS

COUNTRY DATA: SURINAME

2009 2010 2011 2012 2013 EPER CAPITA GDP (current market prices; $) 20,302 22,584 26,406 30,539 31,558

GROSS DOMESTIC PRODUCT (GDP)

GDP at Current Market Prices ($mn) 10,638.0 11,992.0 14,259.0 16,540.0 17,262.0

Demand Components:

Consumption Expenditure 5,264.0 5,955.0 6,196.0 7,922.6 9,667.8

Gross Domestic investment 5,339.0 4,342.0 6,657.6 7,685.2 8,064.1

Exports of Goods and Non-Factor Services 4,694.0 6,302.0 8,802.8 9,471.3 8,490.2

Imports of Goods and Non-factor Services 4,659.0 4,607.0 7,397.3 8,539.1 8,960.2

Gross Domestic Savings Ratio (%) 50.5 50.3 56.5 52.1 44.0

Sectoral distribution of current GDP (%)

Agriculture 10.7 10.2 9.8 9.1 10.2

Mining & Quarrying 7.8 7.8 7.5 7.2 6.4

Manufacturing 22.1 22.6 23.2 23.2 20.2

Utilities 2.1 2.3 2.2 2.2 2.3

Construction 5.4 5.2 4.8 6.1 6.8

Transport & Communication 6.4 6.4 6.5 7.5 7.8

Hotels & Restaurants 2.8 2.8 3.2 2.9 3.0

Wholesale & Retail Trade 21.4 20.9 20.7 20.4 21.6

Financial & Business Services 3.2 3.4 3.5 3.3 3.3

Government Services 11.8 11.7 11.5 10.7 10.7

Other Services 1.3 1.3 1.5 1.4 1.5

Less Imputed Service Charge 5.0 5.4 5.7 6.1 6.3

GDP at Current Factor Cost ($mn) 9,769.0 11,137.0 12,940.0 15,114.0 15,807.0

GDP at constant 2007 Prices ($mn) 8,648.0 9,013.0 9,490.0 9,858.0 10,296.0

Annual rate of growth in GDP (%) 3.0 4.2 5.3 3.9 4.4

MONEY AND PRICES ($ mn)

Consumer prices (av. annual % change) 0.0 6.9 17.7 5.0 1.9

Money supply (M1; annual % change) 10.0 12.2 18.1 21.4 3.7

Total domestic credit(net) 2,825.4 3,250.4 3,606.2 4,272.8 5,415.8

Private sector (net) 2,709.7 3,059.0 3,669.4 4,282.2 4,890.3 Public sector (net) 115.7 191.4 (63.2) (9.4) 525.5

CENTRAL GOVERNMENT FINANCES ($ mn) /3

Current Revenues 2,590.6 2,457.0 3,422.1 4,024.5 4,185.5

Current Grants 354.1 149.1 115.4 0.0 0.0

Current Expenditures 2,253.1 2,402.7 2,854.2 3,681.2 3,828.4

Current AccountSurplus/ (Deficit) 337.5 54.3 567.9 343.3 357.0

Capital Revenue and Grants 0.0 0.0 0.0 0.0 0.0

Capital Expenditure and Net Lending 606.4 552.7 696.9 729.4 760.0

Overall Surplus/ (Deficit) (268.9) (498.4) (129.0) (386.1) (403.0)

BALANCE OF PAYMENTS (USD mn)

Merchandise Exports (f.o.b) 1,401.8 2,084.1 2,466.7 2,694.8 2,394.3

Merchandise Imports (c.i.f) 1,390.7 1,397.9 1,679.1 1,993.5 2,173.7

Trade balance 11.1 686.2 787.6 701.3 220.6

Net Balance on services account 1.4 (17.7) (361.7) (418.7) (363.0)

Income (net) 4.8 (104.3) (262.1) (191.4) (122.1)

Transfers (net) 94.0 86.5 87.3 72.8 66.6

Current Account Balance 111.3 650.7 251.1 164.0 (197.9)

TOTAL PUBLIC DEBT (USD mn)

Total public debt 1,054.3 1,183.6 1,165.2 1,347.1 1,816.6

Domestic debt outstanding 408.6 535.4 464.3 536.3 833.6

Long term … … … … …

Short term … … … … …

External debt outstanding 645.7 648.2 700.9 810.8 983.0

Debt Service 136.7 53.8 26.5 88.2 85.5

Amortisation 89.1 16.8 21.0 45.5 42.4

Interest Payments 47.6 37.0 42.4 42.6 43.0

External debt service as % of exports of goods and services 8.2 2.3 0.8 2.5 2.7

Total debt service as % of current revenue 0.1 0.1 0.0 0.1 0.1

AVERAGE EXCHANGE RATE

Dollar(s) per US dollar 2.8 2.8 3.3 3.3 3.3

Data for 2013 are provisional.

(ii)

2009 2010 2011 2012 2013

POPULATION

Mid-Year Population ('000) 524.0 531.0 540.0 541.6 547.0

Population Growth Rate (%) 1.0 1.3 1.7 0.3 1.0

Crude Birth Rate … … … … …

Crude Death Rate … … … … …

Infant Mortality Rate … … … … …

EDUCATION

Net School Enrollment Rate (%)

Primary 86.7 87.4 89.4 92.4 …

Secondary 61.0 61.0 62.0 62.6 …

Pupil-Teacher Ratio

Primary 17 17.0 15.0 -

Secondary 15 14.5 12.5 -

LABOUR FORCE

Unemployment Rate (%) … … 11.5 12.0 …

Male … … … … …

Female … … … … …

Participation Rate (%) … … … … …

Male … … … … …

Female … … … … …

1970 1980 1990 2000 2010

INDICATORS OF HUMAN DEVELOPMENT

HEALTH

Life Expectancy at Birth (years) 62.8 67.1 70.4 69.6 70.8

Male … 65.0 68.0 … 66.0

Female … 70.4 72.0 … 74.0

Dependency Ratio 1.3 1.0 0.8 … …

Male 1.4 1.0 0.8 … …

Female 1.2 0.9 0.8 … …

Human Development Index … … … 0.755 0.761

HOUSING AND ENVIRONMENT

Households with piped water (%) 25.9 37.8 53.8 … …

Households with access to flush toilets (%) 13.7 24.0 33.2 … …

Households with electricity (%) … 37.3 66.8 … …

Source(s): Central Bank of Suriname, Internatonal Monetary Fund (IMF)

… not available

Data as at April, 2014

LOAN AND PROJECT SUMMARY

Financial Terms and Conditions

Borrower: Government of

the Republic of Suriname (GOS)

Amortisation Period:

Ordinary Capital Resources (OCR)

Special Fund Resources

(SFR)

17 years

20 years

Grace Period:

OCR

SFR

5 years

5 years

Executing Agency: Ministry of Education and

Community

Development (MINOV)

Disbursement Period: October 31, 2015 – December 31, 2019

Source: Amount (USD mn):

Caribbean Development

Bank (CDB):

OCR:

SFR:

18.57

3.37

14.69

Interest Rate:

OCR

SFR

3.95% per annum (p.a.) variable

2.5% p.a.

Counterpart:

GOS

Commitment Fee: 1% p. a. on the

undisbursed balance

of the OCR portion of the Loan,

commencing from

the 60th day after the date of the Loan

Agreement.

Total: 36.63

Risk Management

Country Rating: N/A N/A

Overall Project/Entity Score:

N/A

Outlook: N/A

Limit: N/A

(USD ‘000)

Approvals: Nil

Disbursements: Nil

Repayments: Nil Undisbursed: Nil

Outstanding Loans: Nil

Availability (Adjusted for Approvals): N/A

Availability (Adjusted for Approvals and Disbursements):

N/A

Incremental Capital Adequacy Charge: N/A

(ii)

Office of Risk Management (ORM) Commentary:

Project Summary

Project Outcome/Description:

The objective of the project is improved learning outcomes for students in TVET at the Lower

Secondary School (LSS) level.

The project components are:

(a) Enhanced Learning Environment:

(i) construction of eight Practical Instruction Centres (PICs);

(ii) construction of residential accommodation for seven teachers;

(iii) Provision of furniture, equipment and instructional resources; and (iv) Consultancy services to prepare detailed designs and supervise the

construction.

(b) Enhanced Capacity for Instructional Effectiveness:

(i) revision and development of curricula to facilitate Competency-Based Education and Training (CBET);

(ii) enhancing of the Services programme to expand options available to girls;

(iii) development of second language acquisition strategies;

(iv) training for teachers in remote areas; (v) study visits for 30 TVET principals, teachers and supervisors;

(vi) continuous professional development for 450 teachers; and

(vii) training for 60 teachers and industry experts to serve as internal verifiers and external assessors for award of CVQ;

(c) Enhanced Capacity for Quality TVET Delivery:

(i) development of a National Qualifications Framework;

(ii) development of a Public Education and Awareness Strategy;

(iii) strengthening of the monitoring and evaluation (M&E) capacity of the Ministry of Education and Community Development (MINOV);

(iv) development of a maintenance policy and plan for PICs; and

(v) development of a plan for institutional and functional operation of PICs.

(d) Enhanced Community Competence:

(i) development of district specific community continuing education programmes.

(e) Project Management:

(i) assignment of a Project Management Consultant;

(ii) assignment of a Project Engineer;

(iii) assignment of an Education Specialist;

(iv) extension of PM and PMU staff; and (v) provision of three vehicles.

This information is withheld in accordance with one or more of the exceptions to

disclosure under the Bank’s Information Disclosure Policy.

(iii)

Exceptions to CDB’s Policies:

Waivers of CDB’s Procurement Guidelines to permit the purchase of specified new vehicles without

restriction to eligible countries, and of CDB’s Guidelines for the Selection and Engagement of

Consultants to permit the funding of PMU staff responsibility allowances from October 2018 until the

completion of the Project. The total value of these waivers is estimated at USD135,000 for the vehicles

and USD48,000 for the staff salary adjustments.

Gender Marker Summary:

Gender

Marker

Analysis Data Engagement Response Score Code

1.0 0.5 1.0 1.0 3.5 GM1

CDB’s Results Framework:

No. Indicator 2015 2016 2017 2018 2019 2020

1.

Classrooms/Workshops/

Laboratories built or upgraded - - -

101

-

-

2. Teachers trained/certified - 114 108 174 108 102

3.

Students benefitting from improved physical classroom

conditions, enhanced teacher

competence - 2,280 2,160

5,500

2,160

2,040

4. Students completing at least one Level 1 course in TVET - - 788

855

945

1,080

1 Gender Mainstreaming: the Project has great potential to contribute significantly to gender equality.

1. STRATEGIC CONTEXT AND RATIONALE

LOAN REQUEST

1.01 By letter dated August 29, 2014, the Government of the Republic of Suriname (GOS) requested a

loan from CDB to finance the enhancement of TVET at the LSS level. The Project will assist GOS in

continuing the process of aligning its reform of TVET with the regional TVET strategy articulated by the Caribbean Community (CARICOM).

SECTOR ANALYSIS

Macroeconomic Overview

1.02 Suriname’s economy is one of the strongest performing economies in the Caribbean with growth averaging around 5% per annum over the last decade to 2013. Much of the growth momentum has come

from the country’s rich mineral base particularly gold, oil and bauxite. This notwithstanding, the relatively

skewed nature of the country’s output drivers renders it vulnerable to commodity prices swings, boom-bust cycles and depletion of these non-renewable assets. GOS has acknowledged the need for economic

diversification as a key strategic response to this development challenge, which would require a sustained

improvement in labour productivity, as a core efficiency enhancer.

1.03 In 2011, labour force participation in Suriname was estimated at 55%, the lowest in the Caribbean. Female participation was significantly lower, representing only 36%. In 2012, the official unemployment

rate was estimated at 12%. However, rates of unemployment differ significantly across age groups and

Districts. Youth unemployment during the same period was estimated at 41.4%, significantly higher than the International Labour Organisation (ILO) figure of 12.7% for global youth unemployment. When the

figure is disaggregated it raises significant concerns relating to female youth whose rate was 58.9%. Across

districts, Paramaribo at 8.4% had significantly less unemployment than the interior district of Sipaliwini, which had a rate of almost 47%. Government is the main source of employment in Suriname, accounting

for 42% of the workforce. This is followed by trade, hotels and restaurants with 19.4%, and agriculture at

12.5%. Construction and manufacturing are also significant sources of employment. However, mining,

although being capital intensive, only accounts for about 4% of total employment.

1.04 Suriname’s multiyear Development Plan 2012-16 places strong emphasis on the need to exploit the

country’s tourism services potential by focusing principally on ‘nature and country side’. There are a number of traditional and non-traditional aspects of the country’s fledgling tourism product. These include

its unique biodiversity, river cruising, bird watching, sport fishing, tracking and jungle adventure tourism,

visits to traditional indigenous villages, as well as heritage and culture dimensions. Within this context,

policies are being pursued which enhance the likelihood of the local population playing a meaningful role in the sector. These include, among other things, expanding technical skill sets particularly for the

inhabitants in the hinterland areas who currently have limited access to economic opportunities.

1.05 The above average growth performance of GOS is anchored, in part, by its strict application of fiscal rules, in particular those with respect to the level of the country’s indebtedness. This has resulted in

Suriname having a debt to Gross Domestic Product (GDP) ratio that is superior to most of the Bank’s

Borrowing Member Countries (BMCs). There are a number of specific legal limits up to which the government can indebt itself. The National Debt Act of 2002 defines an external debt ceiling of 35% of

GDP and a 25% of GDP ceiling for domestic debt. In addition, the Central Bank Act limits the Central

- 2 -

Bank’s credit to the government to 10% of central government revenue. At the end of 2013 the external

debt stood at 18.7% of GDP.

1.06 For Suriname to sustain growth over the medium and longer term, the level of labour productivity

in the economy will need to be improved. Information on the working age population indicates that among

the economically active, 28% had completed only primary education, 41% had completed LSS, 18% had completed Upper Secondary School (USS), and 7% had completed college or university education. Within

this context, efforts aimed at promoting better educational outcomes and more accurately aligning labour

supply with the current and emerging needs of the economy are consistent with both the development objectives of GOS as well as CDB’s assistance strategy for the country. Further details on Suriname’s

recent economic performance are attached at Appendix 1.1.

Social Context

1.07 Suriname is a pluralistic society with a variety of ethnic and religious customs that create rich

social, cultural and socio-political institutions. It has an area of 163,270 kilometres (km²) and a population of 541,638 persons (2012 Census). It is the second largest but least densely populated (3.3 persons/km2)

BMC of CDB. The population is equally divided between males and females and the main ethnic groups

are: Hindustani (27%), Maroon (22%), Creole (16%), Javanese (13%) and those classified as Mixed (12%). The indigenous Amerindians, most of whom live in the interior and hold much historical, environmental

and cultural significance for the country, make up about 4% of the population. The country is divided into

ten administrative districts with the vast majority (86%) living in Paramaribo and the other coastal areas. The remaining 14% is distributed among the rural district of Para, and the two interior districts of

Brokopondo and Sipaliwini. The main religious groups are Christianity (48%), Hinduism (22%) and Islam

(14%).

1.08 The country has a Human Development Index (HDI) of 0.705 that places it among the high human

development countries and gives it a ranking of 100 out of 187 countries in 2014, an improvement over its

105th rank in the previous year2. It is placed slightly higher than Guyana which has an HDI of 0.638 and a ranking of 121, but lower than Belize, with a HDI of 0.732 and ranking of 84. However, overall placement

has improved over the years, with the HDI moving from a value of 0.698 in 2010 to 0.705 in 2013. This

progress is also demonstrated in the Multi-dimensional Poverty Index3 (MPI) which fell from 8.2% in 2006

to 7.5% in 2010 country wide4. The country is also on track to meeting some of the Millennium Development Goals (MDG) at the national level, but levels of high deprivation in the rural and interior

communities, are resulting in slower progress in achievement of the MDGs as a whole.

1.09 There has also been some progress in the area of gender equality, but women, particularly

indigenous and tribal women, still face significant development challenges. The country‘s Gender

Inequality Index5 (GII) which was 0.467 in 2012 dropped marginally to 0.463 in 2013. This has resulted in the country’s ranking also dropping, albeit slightly from 94 out of 148 countries to 95 out of 149

2 Source: UN Human Development Report 2014 3 The MPI is derived from data from the Multi-indicators Cluster Survey. It uses ten indicators to measure poverty in three dimensions viz. Education – # of years of Schooling and school attendance, Health – rate of child mortality and access to proper nutrition, and Living Condition – access to electricity, sanitation, and drinking water, quality of floor, type of cooking fuel, and possession of assets. 4 Source: UNDP Human Development Atlas Suriname, 2013. 5 GII reflects gender-based inequalities in three dimensions: reproductive health - measured by maternal mortality and adolescent fertility rates; empowerment by the share of parliamentary seats held by each sex and attainments at secondary and higher education; and economic activity by the labour market participation rate by each sex.

- 3 -

countries. The UN concluded that “women are not empowered to compete in the labour market on an equal

footing and [are therefore impeded in reaching] their full socio-economic potential6”.

1.10 The MPI and the other social development indicators in Table 1 point to the stark contrast between

the coastal and interior districts as well as their associated gender differences. While the overall MPI for

the country is 7.5% of the population, the two hinterland districts of Brokopondo and Sipaliwini register levels of 24.9% and 54.9 % respectively. This means that almost a quarter, in the case of Brokopondo and

over half of the residents in Sipaliwini are multi-dimensionally poor. These residents also have the lowest

life expectancy, mean years and expected years of schooling, and the greatest proportion without a secondary level education in comparison with those living in other parts of the country.

TABLE 1: KEY SOCIAL DEVELOPMENT INDICATORS BY DISTRICT

1.11 Partly because of remoteness and their sparse populations, the Maroons and indigenous populations

living in the interior have also lagged behind the rest of the country in basic infrastructure, access to electricity, potable water, sanitation, and health care. In most villages, electricity is available for only four

hours per day. Many of the communities are accessible only by river which becomes a major challenge for

them to access when the water levels in these rivers recede substantially during the dry season. Such deprivation has provided a pull factor for rural to urban migration. The 2012 Census indicated that

approximately 1% of the population of Paramaribo had migrated from the interior within the last eight

years. GOS has been giving increased attention over the years to the development needs in the interior, but

efforts to address such long standing socio-economic deprivation continue to be a major challenge, as well as a development imperative for the country. Further information on the social context is provided at

Appendix 1.2.

Education Context

1.12 In its national development plan 2012–2016, GOS has set out five strategic pillars for the development of the country over the period and beyond. Among these pillars are social development for

an equitable society, and education for building a knowledge society and competitive skills. The Plan

6 United Nations Development Assistance Framework (2012-2016), Republic of Suriname, p14.

Districts

MPI

Poor

Population

(2010)

Life

Expectancy

at Birth

(2009)

Mean

Years of

Schooling

(2010)

Expected

Years of

Schooling

(2010)

Pop. with

Least

Secondary

Education

Gender

Parity

Index

(2010)

Gender

Inequality

Index

(2010) M F Boys Girls

Paramaribo 2.3 69.9 74.2 9.7 14.1 15.2 69.5 1.01 0.407

Wanica 3.3 68.1 71.5 9.1 11.4 12.4 69.1 1.06 0.466

Nickerie 3.2 67.7 71.4 8.2 12.8 13.3 69.4 1.00 0.716

Coronie 2.2 67.4 71.9 8.7 12.7 14.8 70.3 0.95 0.666

Saramacca 3.6 67.4 71.9 8.6 12.7 14.8 69.3 1.05 0.726

Commewijne 4.3 69.4 71.4 8.1 12.2 14.2 70.6 1.02 0.429

Marowijne 9.4 65.3 69.9 6.8 12.4 14.1 70.7 1.01 0.713

Para 10.5 69.4 72.7 7.8 13.3 15.0 71.7 1.01 0.721

Brokopondo 24.9 65.3 69.9 5.4 11.8 12.3 82.5 1.02 0.459

Sipaliwini 54.9 60.5 65.2 2.9 10.2 11.0 93.2 1.02 0.771

TOTAL 7.5 68.5 72.7 8.6 12.9 14.0 72.1 1.02 0.464

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acknowledges the critical importance of improving the quality and internal efficiency of basic education,

as well as the importance of addressing the education and skills gap in order to better utilise the country’s large wealth of natural resources and promote economic diversification and sustainable growth. In this

context, GOS recognises the broad need for general education reform, but also the specific need to reform

and expand the delivery of TVET across the entire country.

1.13 Education in Suriname is managed by MINOV, which has a decentralised structure with

representation in each of the ten administrative districts through a District Inspector. Administratively,

MINOV is managed by a Director of Education (DOE), who is supported by seven Deputy Directors (DDOE), who collectively are responsible for overseeing 36 sub-directorates across the sector. Each sub-

directorate is led by a Head of Department. Together, these departments of MINOV account for the

employment of over 4,000 employees, representing approximately 25% of public sector employment. Education in Suriname is delivered at five levels, commencing at four years old: pre-primary (two years),

primary (six years), Lower Secondary (four years), Upper Secondary (three years) and Post-

secondary/Tertiary (three to six years). Education is funded by central government and is delivered through

a combination of public schools and private and religious institutions.

1.14 Suriname’s geographical spread, population settlement patterns, and its structure of basic

education, present significant challenges for equitable and balanced development in education, not experienced in the majority of CDB’s BMCs. While the country appears to place a high premium on

education as evidenced by the fact that about 26% of the annual budget, by far the largest share,

(5% of GDP) is spent on education, a number of key challenges exist. Significant among these is that at the point of transition from the primary to the secondary level, students are channeled into either academic

or TVET streams with no prospects for movement across streams. Further, as they progress in the systems

in which they are placed, examination performance determines their further placements. Hence, even

though students may be placed in the academic stream at the outset, the nature of their higher education path is not secured unless they achieve pre-set levels in national examinations. Likewise, students placed

in TVET have no prospects of shifting to the academic stream. Other key challenges are:

(a) pre-primary education covers children 4–5 years old rather than the regionally and

internationally accepted 3–5 years old. Therefore, despite a focus on Early Childhood

Development (ECD), by regional standards, a significant proportion of this cohort is still

out of school;

(b) schooling is only compulsory at the primary level, from 6-12 years old. This is in contrast

to the rest of the Region where compulsory education is to 16 years old;

(c) education in the interior is only provided to the LSS level; and

(d) transition from primary to LSS is approximately 51% nationally, but the rate for interior

students is only about 20%.

1.15 Despite these challenges, the country has made significant progress in primary education and is on

track to achieve the MDG goal of Universal Primary Education (UPE). In 2012, Net Enrolment Rates (NER) at the primary level reached 96%, (girls 98%), increasing from 78% in 1990. Gender parity in

participation has also been attained at primary level and in 2012, primary completion rates surpassed 87%,

even though there was concern about the disparity between the sexes. While 97% of girls completed the primary cycle, only 78% of boys did. Primary enrolment and completion at the District level were also

highly satisfactory. Over 88% of students in all Districts attended primary school and the lowest completion

rate for any District was over 90%.

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1.16 However, the national picture of the sector masks a number of inequities in the interior. While

mean years of schooling in most districts is between eight and nine years, in Brokopondo and Sipaliwini, the two hinterland districts, it is 5.4 and 2.9 years respectively. In addition, according to UNDP statistics

for loss in human development level as a result of inequalities in mean years of schooling, these two districts

again lag behind the rest of the country. Further, whereas in most Districts at least 40% of the population

have benefitted from secondary education, only 12.5% and 28.1% in Sipaliwina and Brokopondo respectively, have done so. Lastly, whereas the national literacy level in 2010 for the population above 15

years old was reported as 90%, in Brokopondo and Sipalawini the rates for young women in this group

were 78.3% and 46.3% respectively. It is clear therefore that even though the country appears to be making progress in education development, the most remote Districts are lagging far behind in that development.

A summary of the basic education sub-sector is provided at Appendix 1.3.

TVET

1.17 TVET in Suriname is administered by MINOV through one of its departments, the Bureau of TVET

(BNO). BNO is headed by a DDOE, specifically responsible for TVET. The DDEO is supported by a staff of eight officers, who undertake responsibility for specific aspects of the TVET portfolio. The size of the

staff however is inadequate to effectively oversee the entire TVET sub-sector, leading to many gaps in

monitoring and supervision. One of these gaps is the dearth of up-to-date and reliable data.

1.18 In Suriname, TVET is a distinct track which runs parallel to a general education (academic) track.

At age 12, students write a Primary School Exit Examination (PSEE), which determines whether they will

follow the general education track, or whether they will be placed in one of three streams A, B, or C - which follow a TVET track. Approximately 47% of the students transferring from primary are placed in the

general education track while around 48% go to the TVET track. The others drop-out. For students placed

in Streams B or C, those who are fortunate enough to live in the city or its environs, may continue on a TVET path to USS and post-secondary levels. For those placed in Stream A, prior to School Year 2012 -

2013, their education came to an end once they completed the LSS level. Students placed in TVET continue

in TVET streams until the end of USS. At this level many of the challenges still exist - equipment is limited and curricula are outdated. Only the top students who gain access to the National Institute for Natural and

Technical Science (NATIN) are assured of the requisite practical skills development that is a compulsory

component of TVET.

1.19 Concerned over the absence of practical training in its TVET offerings at the basic education level,

in 2011 GOS commenced a programme of reform to enhance student achievement in TVET at the LSS

level, with a goal of achieving greater throughput to the USS level, improvement in both the internal and external efficiencies of the system, and building a foundation for enhancing the employability of graduates.

The programme of reform commenced with a comprehensive evaluation of the structure and outputs of the

system at LSS. Prior to the evaluation, students placed in TVET, were further sub-divided into two broad

categories – Techical Studies and Services/Vocational Studies. Within these two areas, depending on their performance on the PSEE, students would follow courses of study as indicated below:

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TABLE 1: STRUCTURE OF TVET AT THE LOWER SECONDARY SCHOOL

LEVEL BEFORE 2012

TECHNICAL STUDIES SERVICES STUDIES

Simple Technical Education (ETO) Simple Home Economics Education (ENO)

Elementary Technical School (ETS) Junior Elementary Vocational Education (EBO)

Lower Technical Education (LTO) Lower Vocational Education (LBGO)

Suriname Evening Technical School (SATS) -

Lower Domestic Science and Technical Education (LHNO)

1.20 In this system, there were only seven institutions at LSS level with practical facilities; therefore

most of the students in the LSS TVET programme which spanned 56 schools, were missing a critical aspect of TVET programming.

1.21 Acknowledging the complex and discriminating nature, as well as the shortcomings of this system (including limited options for progression to the next level of education), following the evaluation, MINOV,

through BNO, initiated a process for reorganisation of the system to simplify the placement process; to

provide a greater number of further education options for graduates at LSS level; and to ensure that all

students following TVET programmes were receiving the skills development which is a mandatory requirement of TVET.

1.22 The first phase of this programme involved the development of a Concept Paper for the

reorganisation of the LSS TVET track. The Concept Paper indicated the following broad recommendations:

(a) the establishment of 15 Practical Instruction Centres (PICs) which would serve as hubs for the delivery of practical education to all students at LSS across the country. Hubs would

be located in all ten administrative Districts;

(b) the establishment of a National Training Authority (NTA) to oversee the development and

sustainability of TVET across the country;

(c) institutional strengthening and capacity building to support the effective implementation

of government’s TVET strategy; and

(d) alignment of all TVET development with the Regional TVET Strategy developed by CARICOM.

1.23 Implementation of Phase 1 commenced in October 2012, with the introduction of a new, more

simplified system of placement with increased pathways for progression, and the phasing out of the old system outlined in Table 1. To date, GOS has invested approximately USD4.5 mn in the programme. The

newly placed students have completed the first two years of the new system, but no significant change has

taken place because there are still limited facilities for practical training. Further information on the current

organisation of the TVET system is provided at Appendix 1.4.

1.24 In Phase 2, GOS is seeking to provide the physical infrastructure necessary to offer practical skills

development to the entire LSS TVET cohort of approximately 14,000 students in 56 schools across the

country. GOS is using the principle of provision of hubs to serve groups of schools in close proximity to the location of the hub, to reduce the high cost associated with provision of facilities and equipment in each

- 7 -

school, as well as for economies of scale. Since education is generally centralised in Paramaribo and its

environs, the hubs located there will accommodate more schools and students than those in the rural and interior locations.

1.25 Recognising as well, that provision of facilities by themselves will not address the issues, GOS has

established a Working Group (WG) charged with planning the establishment of the Suriname’s NTA. The

remit of the WG, which comprises representatives of MINOV, other relevant government ministries, the private sector, unions and other critical stakeholders, is to develop draft regulatory and operational

frameworks, and to determine mechanisms for the sustainability of the NTA. The involvement of the

private sector is significant, reflecting the prominent role of industry in the development of the country. Almost 50% of the 18 members of the WG are private sector representatives. To date, WG has finalised a

tripartite mechanism for GOS, the private sector and the unions to fund the operations of NTA. The

mechanism has been formally agreed by all three parties. The WG is also currently developing a White

Paper for the legislation of NTA and its powers, to be presented to GOS by the end of December 2014. No timetable has as yet been established for final legislative approval.

1.26 To date, GOS has secured financing in an amount of USD16 mn from the Islamic Development

Bank (IsDB), for the construction of seven PICs, a headquarters building for the NTA, and institutional strengthening and capacity building for the commencement of activities under Phase 2 of the programme.

This project was approved in December 2013, and was officially launched in October 2014. IsDB funding

will primarily support the provision of PICs in the city and other Districts in close proximity to the city, serving 42 feeder schools and approximately 10,200 students. CDB has been requested to intervene in this

Phase, to finance the construction of the other eight PICs, primarily located in rural and interior Districts,

and in conjunction with IsDB, to support the delivery of the institutional strengthening and capacity

building components. CDB’s intervention in the provision of eight PICs will serve approximately 3,500 students from 14 feeder schools.

Issues in TVET

1.27 Despite the fact that TVET represents a significant proportion of secondary education in Suriname,

there are a number of issues, across the entire sub-sector, which contribute to inefficiencies in the system

and which preclude students from undertaking further levels of education and training, and/or enhancing their employability. The major issues are as follows:

(a) Skills development is rarely provided. Limited facilities for practical education are

provided in the city and some suburban areas, but there is an almost total absence of such facilities in rural and interior communities. Students are therefore deprived of a critical

component of TVET.

(b) Inadequacy and obsolescence of the resources and infrastructure. When provided,

classrooms and workshops are inadequate to meet national and regional accreditation standards, and equipment is often outdated or non-existent. Students therefore learn about

the various disciplines rather than developing competence in them.

(c) Curricula are archaic and mostly irrelevant. Curricula are generally structured along

the principles of those used in general education and therefore have a highly theoretical

orientation. Graduates regurgitate knowledge rather than demonstrate competence. They are therefore inadequately prepared for authentic workforce settings.

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(d) Negative views of, and gender disparities in TVET. TVET is perceived as inferior to

academic education so there is a stigma attached to students pursuing TVET. Further, within TVET, Vocational/Services options are viewed as inferior to Technical options.

The former are deemed to be for girls, while the latter are viewed as inappropriate for

females. Hence, while girls represent over 99% of all students pursuing Services options,

they represent fewer than 1% of all students participating in the Technical options.

(e) The supply-driven focus of TVET programming limits opportunities for enhancing

the employability of students. The system is mis-aligned with the needs of the economy and produces graduates who are unable to respond to national demands for skilled labour.

There are therefore critical shortages of skilled nationals to satisfy labour market needs.

(f) Absence of quality teachers in remote communities. Excessive distances from the city

and the general isolation of remote communities militates against the recruitment of

appropriately qualified and trained teachers in these communities. Since many of the persons in the interior who have to be assigned as teachers lack the matriculation

requirements for teaching, after being taken through a basic orientation programme by

MINOV, they are awarded a certificate that is only accepted in the interior. Some of the most vulnerable children therefore lack the quality of instruction which is the standard for

the rest of the country.

(g) Language barriers, particularly in interior communities, where the language of

instruction is not the mother tongue. Many students encounter difficulty in operating in

the language of instruction, presenting instructional difficulties for teachers who are

unfamiliar with strategies for bridging the gap between the mother tongue and the language of instruction. Such circumstances inhibit student development and lead to

underachievement and poor performance on the national assessments which determine the

children’s future.

(h) Absence of education opportunities beyond LSS for a significant number of the

student population. Since there are no USS in rural and interior communities, unless graduates of LSS can relocate to Paramaribo, there are currently no opportunities for them

to continue their education beyond LSS. Only approximately 20% of them continue their

education. There are therefore large numbers of out-of-school youth in the poorest

communities who have neither skills nor prospects for further education.

(i) Absence of the critical institutional capacity. Despite a large number of employees in

multiple departments across the system, MINOV lacks critical capacity for planning, managing, and monitoring and evaluation of the system. This is particularly reflected in

the dearth of available system data.

Country Sector Strategy

1.28 The goals of education in Suriname as set out in the National Development Plan 2012–2016, are a

more effective and efficient education system; a just educational system offering equal opportunity to all; an internationally competitive workforce; and a system that offers services which satisfy qualitative

standards. The strategy of GOS to reorganise the LSS TVET system to provide additional years of

schooling to some of its most vulnerable citizens and to bring that education to the communities in which they live, is in keeping with their objective of equity and justice in providing education for all. The

- 9 -

provision of additional pathways to further education also aligns with the goal of reducing inequities in the

system.

1.29 In addition, actions such as the simplification of the LSS TVET system, the establishment of a

structure for the oversight of TVET, and alignment with a recognised and approved framework, are

consistent with the requirements for the development of an effective and efficient system. Also, annually since 2010, approximately 800 work permits have been issued for the performance of skilled technical and

supervisory jobs in mining, construction, fisheries and agriculture. These positions cannot be undertaken

by locals, despite the fact that from as early as 12 years old, around 48% of the students transferring to the LSS level, have been assigned to TVET programmes. GOS recognises that its economic development is

linked to its ability to effectively prepare this significant proportion of its school population to progress to

the next level of education, and become competent and qualified to contribute to the development of the economy. By seeking to ensure that they can develop skills and competencies that form the foundation for

undertaking more advanced levels of training, GOS is beginning to take steps to bring its actions in line

with its stated objectives.

1.30 Lastly, by coordinating its development with the CARICOM Regional TVET Framework, GOS is signaling that it is prepared to align its system with systems that have set rigorous standards, allowing its

citizens to obtain qualifications that have wide recognition and acceptability, that are portable, and can be

used for obtaining sustainable employment or to advance further in education, all assets in a competitive workforce.

LINKAGE OF PROJECT TO CDB’S COUNTRY AND SECTOR STRATEGY AND POVERTY

GOALS

1.31 CDB, in its Country Strategy Paper (CSP) 2014 – 2018 for Suriname, approved by the Board of

Directors (BOD) on July 17, 2014, indicated that its proposed strategy for Suriname was mapped onto the planning pillars as identified in the country’s National Development Plan. As such, under the thematic

outcome of social sustainability, CDB proposed that it would address the constraints to human capital

formation which were likely to retard the country’s progress toward national development. The education sector was identified as an area for significant focus since education development presented the best

opportunity for advancing equitable and balanced development. Bringing relevant education to vulnerable

and underserved communities in an effort to reduce poverty levels over the long term, was represented as

a significant strategy for achieving such development. Enhancement of the TVET sub-sector to improve the quality of the provision and to meet the demands of the local economy, was promoted as necessary to

avoiding severe labour shortages in an environment of high youth unemployment.

1.32 Through its objective for enhancing the effectiveness and efficiency of TVET at the point where it is initiated in the system, the proposed project is also aligned with CDB’s Education and Training Strategy.

It accords with the strategic goals of CDB’s Poverty Reduction Strategy through its contribution to the

enhancement of the capacity of vulnerable groups, including girls, as well as students and residents of rural

and interior communities. With its focus on the expansion of curriculum options for girls and the wider participation of girls in TVET, it also incorporates CDB’s cross cutting theme of gender equality. It is also

consistent with the SDF 8 theme of inclusive and sustainable growth and with CDB’s:

(a) Strategic Objective of promoting inclusive growth and sustainable development; and

(b) Corporate Priority of improving the quality of, and access to education and training and citizen security.

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RATIONALE

1.33 GOS has identified education as a critical plank for social and economic development of the

country. However, this thrust is undermined by a structure that is inequitable because it does not provide

the same levels of access and quality across the system. Students assigned to TVET programming have

limited access or no access to practical education. This is a major flaw since skills development is a mandatory and necessary aspect of TVET programming. The project is designed to assist in correcting that

flaw. Further, of a total of 56 TVET schools at the LSS level, only seven are equipped for practical

education. While access to practical instruction is an absolute necessity, given the high cost associated with procurement and maintenance of the equipment, it is impossible to outfit each school. The establishment

of hubs to serve a number of schools therefore allows for provision of the missing curriculum component

but at a significantly reduced cost to government.

1.34 In addition, it is the stated intention of GOS to align its programming with the Regional TVET

Strategy. This requires appropriate, adequate and up-to-date resources, equipment, and curricula, to meet

the facilities, curricular and performance standards established under the regional strategy. The system however lacks these resources. It is therefore hampered in its efforts to produce graduates effectively

prepared for further education or the workforce.

1.35 Finally, a country’s national development is impacted by the development of its most vulnerable

communities. Poor instructional quality, low levels of schooling, low literacy rates and the absence of

skilled labour are but a few of the issues affecting the poorest communities in Suriname. The project will provide opportunities for enhancement of teacher quality and continuing education, which together will

help to reduce these deficiencies and enhance the status of the individuals as well as their communities.

2. PROJECT DESCRIPTION

PROJECT OUTCOME

2.01 The overall outcome of the project is improved learning outcomes for students in Technical and

Vocational Education and Training (TVET) at the Lower Secondary School (LSS) level. This will be

achieved through the creation of an enabling environment to facilitate skills development and the

improvement of both internal and external efficiencies in the system.

PROJECT DESCRIPTION

2.02 The project is part of Phase 2 of a programme estimated to cost USD42 mn, initiated by GOS in

2011 to reorganise the system of TVET at the LSS level to: simplify the placement process; provide a

greater number of further education options for graduates of the LSS level; and ensure that all students following TVET programmes receive skills development, a mandatory requirement of TVET. This will

lead to the development of a student who is better prepared for both further education and employment.

Phase 1 was funded by GOS at a cost of approximately USD4.5 mn and the other part of Phase 2 is being

funded by IsDB, at a cost of USD16 mn, as indicated at Paragraph 1.26 of this Report.

2.03 The project comprises the following components: A detailed description is attached at

Appendix 2.1:

(a) Enhanced Learning Environment: This component focuses on the provision of physical

infrastructure, furniture and equipment. The specific sub-components are:

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(i) Land: a total of 11, 500m2 of land at the following locations: Tammenga

Ressort/Flora in the Paramaibo District; Koewarsan in the Wanica District; Paranam in the Para District; Brokopondo in the Brokopondo District; Totness in

the Caronie District; and Apoera, Atjoni and Stoelmanseiland in the Sipaliwini

District;

(ii) Buildings and Civil Works:

(aa) construction of eight PICs at the locations given at para. (a) (i) above to

provide 101 classrooms/workshops and administrative offices for the accommodation of approximately 3,500 students; and

(bb) construction of residential accommodation for seven teachers at Apoera;

(iii) Furniture and Equipment:

(aa) provision of furniture for each PIC;

(bb) provision of appropriate tools, equipment and learning materials for each

PIC;

(cc) provision of information and communication technology (ICT) equipment

to support the integration of technology in the instructional programme;

(dd) provision of equipment to support distance education training for teachers;

(ee) provision of furniture and appliances for teacher accommodation; and

(iv) Consultancy services for the preparation of final designs, tender documents and

construction supervision. Draft Terms of Reference (TOR) for the Design and

Construction Supervision Consultants (D&CS) are attached at Appendix 2.2.

(b) Enhanced Capacity for Instructional Effectiveness: This component will focus on improving student outcomes through the enhancement of teacher capacity to deliver quality

instruction, and the strengthening of curriculum offerings and structures. Gender equality

and gender responsiveness will be incorporated into the activities for the purpose of targeting and monitoring. The specific sub-components are Consultancy services for:

(i) revision of existing curricula and development of new curricula to

facilitate the implementation of competency-based education and training (CBET). Draft terms of reference (TOR) are attached at Appendix 2.3;

(ii) enhancing of the Services programme to expand options for higher levels of female participation in TVET. Draft TOR are attached at

Appendix 2.4;

(iii) development of second language acquisition strategies to facilitate

teaching and learning in the official language of instruction. Draft TOR

are attached at Appendix 2.5;

- 12 -

(iv) development and delivery of a teacher training programme for teachers in remote locations to enhance their capacity to deliver CBET, and integrate

ICTs in the instructional programme, Draft TOR are attached at

Appendix 2.6;

(v) study visits for 30 TVET principals, teachers and supervisors to other

jurisdictions in the Region to observe and learn from activities used to

manage, assess and monitor TVET outcomes, as well as activities being undertaken to implement the Regional TVET Strategy; and

(vi) continuous professional development to enhance the instructional quality

of 450 TVET teachers, and to equip 60 teachers and industry experts to

serve as internal verifiers and external assessors for the award of National Vocational Qualifications (NVQs) and Caribbean Vocational

Qualification (CVQs).

(c) Enhanced Capacity for Quality TVET Delivery: This component will focus on

strengthening of the system, with specific reference to building capacity and supporting

mechanisms for planning and management, as well as assessing and monitoring progress and outcomes. The specific sub-components are Consultancy services for:

(i) development of a National Qualifications Framework (NQF). Draft TOR

are attached at Appendix 2.7;

(ii) development of a Public Education and Awareness Strategy with special

emphasis on increasing the participation of girls in technical education. Draft TOR are attached at Appendix 2.8;

(iii) strengthening of the monitoring and evaluation (M&E) capacity of MINOV. Draft TOR are attached at Appendix 2.9;

(iv) development of a maintenance policy and plan for PICs. Draft TOR are

attached at Appendix 2.10; and

(v) development of a plan for institutional and functional operation of PICs.

This includes the development of a pilot for the introduction of USS through the delivery of a two-year continuing education part-time

programme (KMBO) utilising the PIC at Apoera. Draft TOR are attached

at Appendix 2.11.

(d) Enhanced Community Competence: Consultancy services for the development of

district specific community continuing education programmes to enhance the skills of out-

of-school youth and adult residents. Draft TOR are attached at Appendix 2.12.

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(e) Project Management: Implementation and oversight of project activities over the life of the project. This will include:

(i) engagement of a Project Management Consultant (PMC) to assist the

Project Manager (PM) in setting up the structures for implementing, monitoring and reporting on project activities. Draft TOR are attached

at Appendix 2.13;

(ii) engagement of a Project Engineer (PE) to be responsible for

coordinating all aspects of the implementation of the infrastructural

components;

(iii) engagement of an Education Specialist (ES) to be responsible for

coordinating all aspects of the institutional strengthening and capacity

building components;

(iv) extension of PM and PMU staff; and

(v) provision of three vehicles to assist MINOV in project supervision.

TABLE 2.1: DESIGN AND MONITORING FRAMEWORK

Narrative Summary Performance Targets/Indicators Data Sources/Reporting Mechanisms Assumptions

Project Impact:

Increase access to high quality and relevant

education and training in Suriname.

By December 31, 2026 (for all indicators): (disaggregated by sex)

1. Increased net enrolment in post-secondary and other programmes of

TVET training

(Baseline to be agreed with BNO).

2. Increase in the mean years of schooling in rural/hinterland communities

targeted by the project:

o Baseline 2010:

o Brokopondo: 5.4 years.

o Sipaliwini: 2.9 years.

MINOV Annual Report.

BNO Reports.

National statistics.

Impact evaluation of TVET education

reforms.

1. Private sector support for TVET is

sustained.

2. NFQ is operational.

3. GOS continues to prioritise

budgetary support to TVET.

4. Continued growth in the economy.

5. Growth strategy for hinterland

implemented.

Project Outcome:

Improved learning outcomes for TVET students at

the lower secondary level (LSS) in targeted districts.

1. No. of TVET graduates at LSS increased by at least 10% by October 2023

(baseline: (M/F).

2. Female graduation from technical studies increased to 4% of total LSS

TVET enrolment by October 2023 (baseline: TBD).

3. Drop-out rates in TVET at LSS reduced by four percentage points (p.p)

by October 2021 (baseline).

4. At least 70% of students from pilot programme graduating from USS by

September 2021.

MINOV Annual Report.

BNO Reports.

Assumptions for Achieving Goal:

1. School supervision is effective.

2. Funding remains available for

operations and maintenance of

built facilities.

3. Recommendations from pilot USS

programme implemented at wider

level in rural/interior districts.

Intermediate Outcomes:

1. Trained TVET teachers in targeted remote

communities demonstrating improved pedagogical

effectiveness and use of appropriate language

strategies.

TVET students attending the 8 PICs in the targeted

districts instructed in a Competency Based

Education modality.

Successful commencement of pilot programme for

USS in Apoera.

MINOV and BNO providing on time, detailed

reports on performance indicators.

New buildings and equipment maintained and in

working order.

Persons targeted by the communication strategy

experience increased awareness of TVET

opportunities and a positive change in attitude, and

knowledge regarding the value of TVET.

Teachers assessed as meeting satisfactory standard in performance appraisal. Target: 70% (M/F) by December 31, 2019.

New/revised gender responsive TVET curriculum/programmes

implemented in targeted districts by October 1, 2018.

70% of students remain in the pilot USS programme one year after

commencement. (M/F).

Project Mid-term Evaluation completed by 2017.

M& E system functioning - Digest of statistics in basic education published

annually beginning October 31, 2018.

Facilities maintenance plan implemented by October 31, 2019.

Female enrolment in non-traditional TVET courses increased from 1% at

October 1, 2014 to 5% at August 31, 2018.

Male enrolment in non-traditional TVET courses increased from (%TBD)

at October 1, 2014 to (% TBD) at August 31, 2018.

At least 80% of communications activities planned for the first six months

of implementation are actually implemented.

TVET schools census data.

District level Monitoring and Evaluation

Reports.

Annual Teacher appraisal reports.

Annual inventory of building and

equipment by MINOV.

Reports generated from M&E system

KAP surveys.

Assumptions for Achieving

Outcome:

TVET Management in targeted

districts submit complete census

data on time.

PICs are appropriately used and adequately maintained.

Facilities not damaged by natural

hazard events.

Development of partnerships

between school authorities and

community residents for sustained

continuing education programmes is effective.

Project Outputs:

1. Expansion and enhancement of the

teaching/learning environment for TVET

Eight Practical Instruction Centres (PICs) constructed and equipped and

fully operational by October 31, 2018

Contract completion reports. No significant delays in

construction/project implementation.

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Narrative Summary Performance Targets/Indicators Data Sources/Reporting Mechanisms Assumptions

2. Enhanced capacity for Instructional

Effectiveness.

1. Gender responsive curriculum developed and/or revised by April 2017.

2. Evaluation and revision of the current TVET Services programme

completed by April 31, 2016.

3. Training programme for TVET teachers in remote communities

developed and delivered by August 31, 2018.

4. Dutch proficiency second language acquisition strategies developed by

February 28, 2017.

5. 60 teachers/industry experts trained as internal verifiers and external

assessors for CVQ award by December 31, 2019.

6. 450 TVET teachers trained in selected areas by December 31, 2019.

7. Study tours for 30 TVET principals/teachers/supervisors completed by

December 31, 2019.

Approval of revised/new curriculum by

MINOV.

Manuals and Teachers’ Guides.

Completed assignment reports and

coaching plans of study tours.

Completed training reports.

TVET Teachers/Officers are

available to attend training

programmes.

Training programmes are effective.

Enhanced capacity for Quality TVET Delivery. 1. National Qualifications Framework developed by September 30, 2017.

2. Comprehensive Communication strategy to promote and market TVET

with gender and social inclusion considerations developed and

implemented by February 28, 2018.

3. Assessment of MINOV’s M&E system completed by July 31, 2016.

4. Pilot programme for LSS student transition to USS designed and

implemented in Apoera district in October 2019.

5. Maintenance Policy and Plan for PICs completed by December 31, 2017.

6. Community continuing education training programme for training

facilitators in project communities developed and delivered by January

31, 2018.

Approved NQF.

M&E system and approved data

collection and dissemination instruments.

Public Education and Awareness

Strategy.

Community continuing education

training programme.

Approved Maintenance Policy and Plan.

Approved USS pilot programme.

Project Inputs: Investment by Source ($000)

Linking Input to Output:

1. GOS provides timely counterpart

contribution.

2. Project management team is

effective and provides sustained

oversight for implementation.

CDB

OCR

CDB

SDF GOS

TOTAL

Enhanced Learning Environment 40,920 4,132 22,114 67,166

Enhanced Capacity for Instructional Effectiveness 1,155 2,433 396 3,984

Enhanced Capacity for Quality TVET Delivery - 1,811 350 2,161

Enhanced Community Competence - 368 130 498

Project Management 2,406 - 5,900 8,306

Project Preparation - - 17,820 17,820

Physical and Price Contingencies 11,250 1,720 1,760 14,730

Finance Charges 5,540 660 - 6,200

Total Costs: 61,271 11,124 48,470 120,865

- 12 - - 12 -

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Development Impact

Baseline

2010/2014

Report and

Frequency

Responsibility for Data

Collection

Sustainable framework for the provision of quality and

relevant education in Suriname.

(2026)

MINOV/BNO

Annual Reports

TVET education

Impact evaluation

Dept. of Statistics Increased net enrolment in post-secondary and other

programmes of TVET training.

(baseline to

be agreed

with BNO)

30

Increase in the mean years of schooling in rural/hinterland

communities targeted by the project (baseline 5.4 yrs. and 2-5

years in 2010).

5.4 yrs. and

2-5 years in

2010

7.0

5.5

9.5

8.0

Annual Digest –

Dept. f Statistics

Project Outcome Indicators

Baseline

Oct 20147

Yr1

2015

Yr2

Yr3

Yr4

Yr5

2019

Yr6

Yr7

2021

Yr8 Yr8

2023

MOE reports;

annually

TVET schools

census data

District level

Monitoring and

Evaluation Reports

Annual Teacher

appraisal reports.

Annual inventory of

building and

equipment by

MINOV

Reports generated

from M&E system

KAP surveys

Planning & Research

Dept., MINOV Increase in TVET graduates at LSS (Males) % 2 6 8 10

Increase in TVET graduates at LSS (Females) % 2 6 8 10

Increase in Female graduation from Technical Studies at LSS

(%)

TBD TBD

Increase in Female enrolment in technical studies as a total of

LSS TVET enrolment (%)

1 5

Decrease in drop-out rates in TVET at LSS (males) p.p 2 4

Decrease in drop-out rates in TVET at LSS (females) p.p 2 4

Students from pilot programme graduating from USS (M/F)

%

0 70

Intermediate Outcome Indicators

Teachers assessed as meeting satisfactory standard in performance appraisal. %

70

New/revised gender responsive TVET

curriculum/programmes implemented in targeted districts

No Yes

Students remain in the pilot USS programme one year after

commencement. (M/F) %

70

Project Mid-term Evaluation completed No Yes

Digest of statistics in basic education published (annually) No Yes Yes Yes Yes Yes

Facilities maintenance plan implemented No Yes

Female enrolment in non-traditional TVET courses

(Females) %

1 5

Male enrolment in non-traditional TVET courses (Males) %. TBD TBD

Communications activities planned for the first six months of

implementation done %

Yes

Output Indicators

Component1: Expansion and enhancement of the learning

/teaching environment

Consultant Reports.

PM/PE

Eight Practical Instruction Centres (PICs) constructed and

equipped and fully operational:

(i) Atjoni, Sipaliwini 100

(ii) Stoelmanseiland, Sipaliwini 100

(iii) Apoera, Sipaliwini 100

(iv) Totness, Caroni 100

(v) Koewarsan, Warnica 100

(vi) Brokopondo, Brokopondo 100

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-


7/ Baseline data provided by the MOE. Indicators and data to be disaggregated (male/female) where appropriate. Dates refer to end of that quarter or end of that calendar year.

(vii) Paranam, Para 100

(viii) Tammenga Ressort/Flora, Paramaribo 100

Component 2: Enhanced capacity for Instructional

Effectiveness.

Consultants’

Reports.

Quarterly Reports.

Progress Reports.

PM/ES Evaluation and revision of the current TVET Services

programme completed

No Yes

Gender responsive curriculum developed and/or revised No Yes

Training programme for TVET teachers in remote

communities developed and delivered.

No Yes

Dutch proficiency second language acquisition strategies

developed

No Yes

60 teachers/industry experts trained as internal verifiers and

external assessors

No 12 12 12 12 12

450 TVET teachers trained in selected areas No 90 90 90 90 90

Study tours completed (30 TVET principals /teachers/

supervisors)

No 6 6 6 6 6

Component 3: Enhanced capacity for Quality TVET Delivery

PM/ES

National Qualifications Framework developed No Yes Quarterly Reports.

Comprehensive Communication strategy developed and

implemented

No Yes Consultant Report.

Progress Reports.

MINOV’s M&E system completed. No Yes

Pilot programme for LSS student transition to USS designed

and implemented in Apoera

No Yes

Maintenance Policy and Plan for PICs completed. No Yes

Community and continuing education training programme

for training facilitators in project communities developed and

delivered

No Yes

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-

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LESSONS LEARNT

2.04 The project builds on lessons learned in designing and implementing education projects, in

particular in the TVET sub-sector, across CDB’s BMCs, as well as from education projects supported by

other development partners. The specific lessons learned and incorporated into project design are:

(a) Implementation progress consistent with project scheduling requires substantial

implementation support. A specific Project Management Unit (PMU) has been

established, with dedicated officers to implement the project. Provision has also been made in the project management component to assign a project management consultant to assist

the PMU in establishing systems to track the implementation of project components and

adherence to CDB guidelines. A specifically tailored Implementation Support Plan (ISP) has also been included. It includes, inter alia, annual reviews, additional supervision visits,

support for the procurement process, gender sensitisation of project management and

MINOV officials, and support for complying with CDB terms and conditions.

(b) Project implementation timelines should be realistic and should reflect challenges

associated with limited capacity in BMCs. Scheduling project implementation over a

five-year period is designed to address this issue, as well as the fact that Suriname’s lack of familiarity with CDB procedures and processes may lead to delays in implementation.

(c) Training and certification should afford opportunities for articulation with recognised certification and accreditation structures. The project will support the

development of CBET modules for teacher training as well as delivery of instruction which

will conform to the regional TVET Strategy. This means that certification received by both

teachers and students will be portable across the Region.

(d) Programme offerings should be relevant to labour market needs. Involvement of

private sector bodies in project design, curriculum development and revision, as well as in the oversight of the NTA, will ensure there is alignment between TVET programming and

labour market needs.

(e) TVET promotion and awareness must be funded. Public awareness of the value of skills development is a key element in changing attitudes to TVET and encouraging wider

participation, but it must be explicitly funded. Funds have been allocated in the project to

support the development and implementation of a comprehensive public education and awareness strategy.

(f) Language differences and the need for translation services must be considered. Implementation support may be hindered as a result of unfamiliarity with the official

language of the country and the need to have documents translated. Provision has been

made to have documents produced in both Dutch, the official language of the country, and

English, the official language of the Bank.

3. FINANCING STRUCTURE AND COSTS

PROJECT COSTS AND FINANCING

3.01 The project is estimated to cost USD36.63 mn ($120.87 mn) which will be financed with resources from CDB and GOS. Estimates for the construction of the eight PICs developed by BNO are based on their

recent experience in the construction of similar facilities and current average costs in Suriname. However,

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four sites have not yet been finalised and therefore larger contingencies have been assigned to address any

unforeseen issues which might affect related design and construction. In addition, a vigorous screening process has been built into the project design to ensure that when eventually finalised, those sites are

environmentally and socially suitable and that cost risks can be managed. Classroom requirements have

been extensively detailed, including electrical and mechanical requirements for each programme of study.

The structures are relatively simple and present no particular engineering challenge that could escalate costs. Most PICs will be constructed in community areas that are already developed with nearby utilities

and with no particular disaster vulnerability. For the remote locations, additional provisions have been

made to account for the establishment of a construction camp for contractor personnel; additional transportation costs for materials; standby generators; and the incorporation of renewable energy features.

The cost of furniture and equipment for each centre is derived from supplier quotations, and additional

transportation and installation costs have also been included for the remote locations. Cost for consultancy services are based on market rates for the various expertise required. CDB staff are satisfied that the cost

estimates form a reasonable basis for Appraisal and that adequate contingencies have been provided. A

summary of the Project Cost, Phasing and Financing Plan is shown at Table 3.1. The detailed Project Cost,

Phasing and Financing Plan is shown at Appendix 3.1.

3.02 The project will be financed from:

(a) a loan to GOS from CDB not exceeding the equivalent of USD21.94 mn ($72.4 mn) to

finance 60% of total project cost, comprising USD18.57 mn ($61.27 mn) from CDB’s OCR

and USD3.37 mn ($11.12 mn) from CDB’s SFR to finance mainly building and civil works, institutional strengthening and professional development activities, technical

assistance and finance charges.

(b) counterpart funding of USD14.69 mn (SRD48.47 mn) from GOS to finance the estimated cost of project management, furniture for the eight PICs, housing accommodation for

teachers in remote areas and the estimated value of activities under the other components.

3.03 The OCR portion of the Loan will be repayable in 17 years, inclusive of a five year grace period

at a variable interest rate, currently 3.95% p.a., to be reviewed semi-annually. A commitment charge of

1% p.a. will be applied on the undisbursed balance of the OCR portion of the Loan, commencing from the

60th day after the date of the Loan Agreement. The SFR portion of the Loan will be repayable in 20 years, inclusive of a grace period of five years. The SFR interest rate in 2.5%.

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TABLE 3.1: SUMMARY PROJECT COST AND FINANCING PLAN

($’000)

Item CDB GOS Total

OCR SDF

1. Enhanced Learning Environment 40,920 4,132 22,114 67,166

2. Enhanced Capacity for Instructional Effectiveness 1,155 2,433 396 3,984

3. Enhanced Capacity for Quality TVET Delivery 1,811 350 2,161

4. Project Preparation – Reform of TVET System 17,820 17,820 5. Enhanced Community Competence 368 130 498

6. Project Management 2,406 - 5,900 8,306

Total Base Cost 44,481 8,744 46,710 99,935

7. Contingency 11,250 1,720 1,760 14,730

Total Project Cost before Financing Charges 55,731 10,464 48,470 114,665

8. Finance Charges 5,540 660 - 6,200

Total Project Costs 61,271 11,124 48,470 120,865

USD Equivalent 18,568 3,372 14,690 36,630

% 51% 9% 40% 100%

4. PROJECT VIABILITY

TECHNICAL ANALYSIS

4.01 The project has been designed to provide expanded access to skills development in TVET at the

LSS level in Suriname, in order to improve the quality and effectiveness of the provision, and to create a

foundation for the employability of graduates. As a result of the current lack of physical facilities for skills

development, students who have been tracked into TVET, are deprived of a critical aspect of such programming. They proceed to the next level of schooling in the city, or to the workforce within their

communities, with a deficit in the practical competencies. The technical design of the project was therefore

guided by four main principles:

(a) ensure that all students tracked into LSS TVET programmes receive practical education;

(b) provide full access within under-served communities;

(c) provide targeted support to improve the quality of teaching and learning, especially in

remote locations; and

(d) maximise benefits of the investment.

Emphasis on expanding access to children currently without access to skills development is in keeping with the focus of GOS on enhancing communities through the development of skills currently in short supply in

those communities.



- 21 -

4.02 In addition to expansion of skills development for the LSS cohort in the TVET track, development of the centres also presents an opportunity for maximising of the investment, especially in the remote

communities, through the use of the facilities as satellite centres after school hours in two main ways:

(a) delivery of continuing education programmes for the general population, and

(b) provision of access to the USS curriculum for out-of-school youth, as well as those students

who are likely to complete the LSS programme within the project, but may not be able to transfer to Paramaribo to continue their education.

These activities will be particularly relevant in the interior districts of Brokopondo and Sipaliwini, where levels of formal education are considerably lower than in the rest of the country; where women demonstrate

lower levels of literacy as a result of fewer years of formal education, and higher levels of unemployment

associated with being unskilled; and where significant percentages of the population have not benefitted

from secondary education. Through the distance education modalities that will form part of the training, the pedagogical enhancement of rural and interior teachers is also likely to take place, resulting in enhanced

student outcomes over time. Enhanced teacher quality is also likely to provide a strong case for

commencement of USS education in the remote communities.

4.03 In addition, GOS has found that the provision of teacher accommodation is an effective incentive

for attracting trained and qualified teachers to rural and interior districts, and has been providing furnished

accommodation on a consistent basis. Accordingly, the provision of housing for seven teachers at Apoera,

has been provided for in the project. This will contribute to enhanced teacher quality which is likely to enhance student achievement over time as well.

4.04 Within the framework of the GOS programme for improvement of TVET services at LSS, the

Project will construct eight PICs which will operate as hubs serving a number of schools as identified at Appendix 4.1. The hubs are an effective least cost option since they allow all relevant schools to have

access to skills training without the expense of replicating the required facilities and equipment - a very

capital intensive exercise, in each school. Total classroom space requirements for each PIC was derived

from the student populations of the feeder schools, the anticipated types of programmes, and their delivery via block scheduling. Standard individual classroom configurations and sizes for each subject area have

been developed and adopted by MINOV and BNO, and are in keeping with the facility space standards

established under the CARICOM Regional TVET Strategy. CDB staff are satisfied that these will provide adequate learning spaces. A sample of the prototype design showing the typical classroom configuration

is attached at Appendix 4.2.

4.05 In addition to the classroom and administrative spaces, site works will include access roads,

parking, drainage, water supply and sewage disposal, landscaping, and fencing. The requirements of the Suriname National Building Code apply to the project infrastructure, and structural designs will be informed

by the appropriate Eurocodes. The detailed designs for each facility will be submitted to the Ministry of

Public Works (MINOW) for their approval and the issuing of building permits. In addition to the building code requirements, the D&CS Consultant will undertake geotechnical investigations at each site to inform

the design. CDB staff are satisfied that these requirements provide an adequate basis for the designs.

Access for persons with disabilities will be informed by appropriate International Standards. The D&CS will assist MINOV to finalise the selection of each site and prepare detailed designs. Given the limited

access to electricity in Atjoni and Stoelmanseiland in the Sipaliwini District, the design for the centres at

these two sites will incorporate renewable energy elements as well as standby power.

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4.06 It will be a condition precedent to disbursement in respect of the civil works at each site that

MINOV submit to CDB, evidence that the necessary permits have been issued by MINOW and any other relevant authorities. Final designs are also to be completed to standards acceptable to CDB prior to the

issuance of invitations to bid for each of the specific sites. To date only four of the sites, as indicated in

Table 4.1 below, have been identified. It is however anticipated that all sites, including planning permission

and issuing of permits, will be settled by March 2015. To ensure that those not currently identified meet the necessary standards, it will be a condition of the loan that all sites satisfy explicit acceptance criteria set

out at Appendix 4.3, before the issue of any invitations to bid.

4.07 The Project will also fund tools, equipment and furniture for each facility. CDB staff are satisfied that the tools and equipment being procured are adequate to facilitate the delivery of the various learning

programmes.

TABLE 4.1: SITE STATUS FOR PRACTICAL INSTRUCTION CENTRES

DISTRICT DESCRIPTION LOCATION SITE STATUS

BROKOPONDO Interior Brokopondo Identified

CORONIE Coastal Rural Totness Identified

SIPALIWINI Interior Atjoni Identified

SIPALIWINI Interior Apoera Identified

PARAMARIBO Urban

Temmenga/Flora

Ressort Not Finalised

PARA Rural Paranam/Meursweg Not Finalised

SIPALIWINI Interior Stoelmanseiland Not Finalised

WANICA Coastal Suburban Koewarasan Not Finalised

ECONOMIC ANALYSIS

Economic Analysis

4.08 The project is expected to support the government’s TVET reform efforts as part of a long-term

comprehensive development programme which includes building a skilled workforce for sustaining

economic growth and poverty reduction. The long-term programme also speaks to boosting economic

activities in remote and rural areas through various modalities including small and medium-sized enterprises. It is envisaged that these new industries and enterprises will create job opportunities including

self-employment (skilled and semi-skilled labour), especially for citizens in the remote areas. A key

provider of such workers is the TVET system.

4.09 Although secondary education is not compulsory, GOS recognises that its growth and development

objectives could be compromised/threatened if the necessary measures are not put in place to have an education system that (i) promotes training and skills development; and (ii) provides educational

opportunities, including TVET, beyond the primary school level. The system must also be relevant and

responsive to the social and economic needs of the citizens and the country. One of the outputs of the

TVET reform exercise is the newly reorganised LSS system of TVET which is expected to prepare students for the labour market (increased employability) or self-employment, but critically as well, will provide

opportunities for higher education. The project is expected to play a key role in supporting the achievement

of these objectives.

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4.10 The conventional methods of Cost Benefit Analysis (CBA) and economic rate of return were not

applied to the project/programme given the paucity of labour market data and difficulty in measuring

benefits (incremental earnings) for this level of education, that is, LSS. In addition, the project is part of a wider reform with employment outcomes dependent on other initiatives including the fact that graduates of

LSS tend to be 16/17 years old, which is below the official age of employment in the public sector (18 years

old), the largest employer in Suriname. Nevertheless, research has shown that investments in TVET and academic training at the secondary level generate positive economic rates of return (ERR) which are usually

between 12% and 25%8.

4.11 In the absence of CBA, emphasis was placed on the least cost approach. In order to maximise the use of the facility, each PIC will service feeder secondary schools with training organised by block

scheduling. This option is a more cost-effective and efficient method than upgrading and equipping each

feeder school. The return on investment will be further enhanced by using the facilities as satellite centres for delivering upper secondary training and continuing education for adults and out-of-school youth in the

project communities in the evening.

4.12 The combined impact of the intervention will provide a stronger foundation for over 14,000

students leading to a greater proportion of these students transitioning to the upper-secondary and tertiary

levels. This contact will be aided by recommendations from a technical assistance component of the project

regarding the use of PICs as satellite centres. Higher learning achievements are therefore expected with better-prepared students for the labour-market leading to increased productivity and earnings. At least 70%

of the graduates from the pilot programme are expected to graduate from USS by 2021. These students are

likely to benefit from higher private returns from employment in the public and private sectors in Suriname.

4.13 Other key benefits of the project are:

(a) enhanced learning environment for 14 LSS as a result of the building and equipping of eight PICs where students from the peri-urban, rural and interior areas will be able to access

practical skills and training opportunities and be better prepared for the labour market. The

number of TVET graduates from LSS is expected to increase by at least 10% by October 2023;

(b) more qualified and experienced teachers to deliver TVET to remote/interior areas (Apoera) through the provision of teacher accommodation;

(c) improved internal efficiencies (drop-out, repetition, retention, completion, transition) at the

LSS level, especially in the rural/remote areas resulting in an additional stream of students proceeding to USS and tertiary levels. Drop-out rates in TVET at LSS are expected to

decline by 4 p.p. by October 2021. Efficiency gains will be facilitated through short-term

training activities aimed at better planning and delivery of TVET services and a more responsive system that will be relevant to local communities. About 450 teachers and TVET

personnel, including staff of BNO, will be better equipped with a range of teaching

strategies, skills and minority-language teaching materials that meet the needs of a diverse student population, including second language learners located in indigenous communities;

8 Economic Analysis of World Bank education projects and project outcomes. Economic Benefits of Education, Organisation for Economic Co-operation and Development, 2009

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(d) improved management information system in MINOV for better management and planning

of the education system (such as monitoring of teacher performance and student outcomes) and making data-driven decisions;

(e) improved skill sets to support SMEs in communities; and

(f) reduction in household expenditure, mainly travel costs to Paramaribo for practical sessions,

with PICs in close proximity to homes and families.

SOCIAL GENDER AND ENVIRONMENTAL ANALYSIS/RISKS AND SAFEGUARDS

4.14 The project is classified as “Category B” under CDB’s Environmental and Social Review

Procedures as the impacts are easily identifiable and are generally positive.

Social and Gender

4.15 The Project is consistent with the Bank’s Poverty Reduction Strategy as significant social and

poverty reduction benefits are expected to be obtained both during the implementation and operational phases. The construction works to be undertaken during the implementation phase, will have positive socio-

economic impacts with regards to employment. The nature of the works to be undertaken should provide

short term but significant employment opportunities for both skilled and unskilled persons and as such, it is anticipated that both the men and women from the eight sites will benefit from these opportunities.

4.16 Given the small size and remoteness of the host communities in the interior, it is expected that most

of the skilled and semi-skilled workers will be sourced from other parts of the country and as a result, between 15-20 men, are likely to reside in these communities as workers during the construction period.

This situation could pose some risks to these communities with regard to cultural sensitivities and health

issues. To avert this, provision is made as part of the building and civil works contracts, for the delivery of cultural appreciation training, HIV/AIDS and gender based violence awareness and related programmes, to

the workers. This sensitisation will be conducted by local institutions during construction.

4.17 During operation, the Project will provide expanded opportunities to approximately 3,500 students annually; these will include enhanced access for male and female students from the poor and underserved

rural and interior districts to TVET. By providing these opportunities through which the usually

underprivileged girls and women in remote areas and other young people from disadvantaged households can obtain recognised certification and the basic matriculation requirements for further education, many

more young people will be able to pursue further education and upgrade their skills. A nexus has been

established between poverty and education development in the findings of country poverty assessments in the other BMCs of the Bank. Rural residents, and men and women with lower levels of educational

attainment, tend to experience higher poverty levels. By seeking to raise the level of educational attainment

and to develop skills for sustainable employment, the Project will contribute to attainment of the country’s

poverty reduction objectives.

4.18 The investments in quality enhancement and training will contribute to the sustainable development

of the TVET sub-sector and enhance the quality of TVET provided by the centres. Through the distance education activities, TVET teachers who in the past would have been required to travel out of the

communities for such training, will no longer be required to do so, but they will still be able to acquire

improved pedagogical skills and enhanced competence in their areas of instruction. As a result, the improved quality of TVET instruction at the centres will, in the medium to long-term, result in a better

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quality of graduate, who is well equipped and capable of moving on to further study or to operating

efficiently in authentic workforce settings.

4.19 The institutional strengthening component of the Project to support a gender responsive

Communications Strategy will lead to increased equity in access to, and delivery of TVET training. Since

this is consistent with current GOS intentions to expand training opportunities for males and females in both traditional and non-traditional skills, it is expected that the proportion of women pursuing such training

will increase. Life skills, literacy and numeracy training, which will be integrated into the curriculum of

the centres, will equip the students with essential competencies that will enable them to function more effectively in their communities, in the workplace and the wider society. This in turn will also contribute

to a more productive workforce and increased income earning potential at the individual and enterprise

levels.

4.20 The Enhanced Community Competence component of the Project is expected to contribute to

community action and development by providing employment-ready training for PIC graduates and a

second chance for out-of-school youth and men and women in the communities to acquire a basic education, upgrade their skills and secure their livelihoods. This preparation along with the life skills training cited

above, will also furnish young men and women likely to become involved in violence or inclined to risky

behaviours, with skills to counter or reduce large-effect risk factors and enhance their capability to pursue meaningful occupations. The opportunities provided for men and women in the communities to pursue

education and training in practical areas aligned to local industries, will also equip them with skills to

enhance functioning in their current occupations and livelihoods in their own communities. This development, which is consistent with the current national development thrust to promote economic

activities such as cultural and heritage tourism in the rural and interior communities, will help to reduce the

high levels of rural to urban migration that have occurred as a result of the large numbers of young people

who, due to the structure of the education system, including the absence of practical training at LSS, are forced to leave their villages to upgrade their education and skills and/or to seek employment.

4.21 Application of the Bank’s Gender Marker resulted in the project being: Gender Mainstreamed. The Project has great potential to contribute significantly to gender equality. Details of the Gender Marker

analysis are provided at Appendix 4.4.

Environmental Assessment

4.22 Details of the proposed sites for the PICs, and the scope of construction are currently not fully

known, and thus anticipated environmental impacts and mitigation measures cannot be fully ascertained at this point in time. Therefore, to ensure proper assessment of mitigation of the potential adverse impacts of

the proposed activities, the D&CS Consultants will be required to prepare an Environmental Management

Framework (EMF). Guidelines for the preparation of the EMF are included at Appendix 4.5.

4.23 The EMF will provide specific guidance on how environmental issues will be systematically

addressed in the screening for environmental impacts, and categorisation, site selection criteria, mitigation

measures, design, construction and operational phases, as well as maintenance of the proposed TVET facilities. Opportunities and measures for enhancing positive impacts will also be considered. The EMF

will also provide adequate guidance for the preparation of environmental management plans (EMP) as well

as for the appropriate environmental clauses to be embedded in all construction contracts for consideration during implementation of the proposed works. Elaboration of the EMF will involve extensive and

participatory stakeholder consultations in all project targeted areas. The EMF will be reviewed and cleared

by the National Institute for Environment and Development (NIMOS) and CDB staff.

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4.24 Detailed site specific environmental management plans will be prepared for the proposed works at

each of the selected sites. The appropriate provisions of EMP will be included in the bid documents and itemised for contractor pricing in the Bills of Quantities of the bidding documents for the various works

contracts. During construction, the supervising engineering consultants will monitor the contractors’

compliance performance with the mitigation measures stipulated in the contract documents and report on

this in the routine project implementation progress reports submitted to CDB.

SUSTAINABILITY

4.25 Recent actions of GOS have collectively demonstrated its commitment to education in general, and

to the TVET sub-sector in particular. GOS has sought to align TVET delivery with the standards established

for the Caribbean Community. One of the major recommendations from the Regional TVET Strategy is the establishment of NTAs. GOS has taken action to establish the Suriname NTA, and to date, has accepted

and formally agreed to a recommendation for a tripartite mechanism for the funding of TVET. Suriname

is now one of the few countries in the Region with a sustainable mechanism for funding TVET

development. GOS has also commissioned a White Paper to spell out how the development of NTA will take place. These actions, supported by the upgrades proposed to the system, which will keep it current

and relevant, as well as the training and continuous professional development at both macro and micro

levels, will all contribute to sustaining of the benefits envisaged from the project.

Maintenance

4.26 The ability to set priorities and follow good preventative maintenance practices for both facilities

and equipment, will be essential to the long term effective operation of the practical centres. Maintenance

of educational facilities is the responsibility of MINOV which has a technical department that undertakes

this function. However, TVET institutions are expected to build maintenance activities into their programmes, enabling students to derive some authentic experience. Even though it is proposed that the

NTA undertake responsibility for the administration of TVET, it is proposed that the upkeep of the facilities

remain the responsibility of MINOV. Currently, although MINOV includes costs for maintenance in its annual budgetary requests, funds allocated may not be enough to address all of the maintenance required.

4.27 One of the outputs of the project is a maintenance policy and plan for the new PICs. One of the

outputs of the plan will be a template for an asset register/inventory which allows centre managers and

teachers to keep track of the assets, their location and their condition. Added to that, in order to ensure that both regular and preventative maintenance are undertaken to prolong the life of both the equipment and the

facilities, it shall be a condition of the loan that GOS be required to submit to CDB an initial five-year

maintenance plan for each of the PICs established, not later than six months after the completion and commissioning of each Centre. The plan shall be updated annually, for the life of the loan, and shall indicate

the resource allocations, frequency, timing and costs per annum of both routine and identified preventative

maintenance activities for both infrastructure and equipment. The updated plan shall be submitted to CDB

by October 31 each year for review and comment on the budgetary allocation with respect to the coming financial year.

5. RISK ASSESSMENT AND MITIGATION

RISK ASSESSMENT

5.01 The Project carries a number of risks which can be summarised under the headings of financial,

implementation, and operational. Various mitigation measures, as indicated in Table 5.1, have been

established to mitigate these risks.

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TABLE 5.1: SUMMARY OF MAJOR RISKS AND MITIGATION MEASURES

Risk Type

Description of Risk

Mitigation Measures

Implementation Weak institutional capacity and

unfamiliarity with CDB

processes may lead to delays and

slow implementation progress.

The establishment of a full PMU as well as the short term

assignment of a PMC to assist in setting up project

implementation and monitoring structures will assist the

PMU in remaining on schedule. A customised

Implementation Support Plan will also assist in

maintaining progress in keeping with the implementation

schedule, and the Project Launch Workshop will focus on

developing clarity and familiarity with CDB processes and procedures. Assignment of the country liaison will also

assist with development of familiarity with CDB.

Construction: Cost over-runs in

the absence of detailed designs

and the identification of all sites.

Estimates for the construction of the PICs are based on

recent experience in the construction of similar facilities

and current average costs in Suriname. Classroom

requirements have been extensively detailed and the

structures are relatively simple and present no particular

engineering challenge that could escalate costs. The PICs

will be constructed in community areas that are already

developed with nearby utilities and with no particular

disaster vulnerability. A screening process has been built

into the project design to ensure that sites are

environmentally and socially suitable and that cost risks can be managed. For the remote locations, additional

time and costs have been included for the establishment

of a construction camp for contractor personnel and

additional transportation costs. The cost of furniture and

equipment for each centre is derived from supplier

quotations and additional transportation and installation

costs have also been included for the remote locations.

CDB staff are satisfied that the cost estimates form a

reasonable basis for Appraisal and that adequate

contingencies have been provided.

Construction: Limited contractor

capacity, especially in remote locations.

There is adequate contractor capacity in the country.

However, contractors usually require an added premium for working in the interior. The appropriate costings have

been built into the budget for the remote locations.

Operational Human Resources: Availability

of trained teachers in remote

locations.

Specific training and instructional support, some of it

utilising distance education modalities, will be provided to

raise instructional quality and to enhance content

knowledge and pedagogical strategies. Training will be

focused on areas which are key to achieving the expected

results. GOS is also systematically providing fully

furnished accommodation and inconvenience allowances

to attract qualified teachers from Paramaribo. Such

accommodation will be provided under this project for the

Apoera location.

Human Resources: Limited capacity in MINOV for planning,

managing and monitoring and

evaluation of the system.

There is provision in the project for strengthening the monitoring and evaluation capacity of MINOV through

the establishment of an M&E system for the sector. This

will allow MINOV to track sector outcomes and to engage

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Risk Type

Description of Risk

Mitigation Measures

in data-driven decision making. Officers of MINOV will

be trained to collect, interrogate, analyse and disseminate

data.

Maintenance: Lack of resources

and systematic plan for

maintenance of the PICs.

TVET institutions are expected to build maintenance

activities into their programmes, enabling students to

derive some authentic experience.

The terms of reference for the design consultancy will

require the production of low maintenance infrastructure

and specification of locally supplied and serviced

materials and equipment where possible, as an aid to a

sustainable maintenance programme.

A separate consultancy will develop a maintenance policy

and plan for the PICs. It shall be a condition of the loan

that GOS be required to submit to CDB an initial five-year

maintenance plan for each of the PICs. The plan shall be

updated annually and shall indicate the resource allocations, frequency, timing and costs per annum of

both routine and identified preventative maintenance

activities for both infrastructure and equipment.

Implementation of this will be the responsibility of the

Technical Department of MINOV, which is staffed both

centralised as well as at the District level.

Language Barriers: Absence of

student and teacher proficiency in

Dutch, the formal language of

instruction.

Provision has been made to determine the level of both

student and teacher capacity in the language of

instruction. This information will inform the

development/identification of second language

teaching/learning strategies for improving language

competence. Teacher trainers will be oriented to the use of the strategies so that they can be incorporated into the

regular teacher training programme.

Financial Credit: Unavailability or

inadequacy of counterpart

resources.

The large spend of approximately 26% of its annual

recurrent budget is testimony to the high priority placed on

education by GOS. The priority given to this reform and

the sizable investment to date also demonstrates that GOS

considers TVET as a high priority area, and remains

committed to providing the necessary resources aimed at

improving service delivery at all levels of the sub-sector,

including lower secondary, which is the main focus of the

project. GOS has already invested USD4.5 mn and has

formally signed an agreement with IsDB for another USD16 mn. A PMU has also been established and is

currently being staffed.

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6. IMPLEMENTATION AND PROJECT MANAGEMENT

BORROWER

6.01 For the purpose of financing general development in the Republic of Suriname (Suriname), the

Minister of Finance (the Minister) is authorised, under Article 4(1) of the National Debt Act, 2002 (the Act), to borrow and to guarantee commitments on behalf of the state, provided that any such loan or

guarantee commitment does not cause the Government’s external debts to go above 35% of Suriname’s

GDP. Any debt obligation, including a guarantee commitment, entered by the Minister, on behalf of Suriname, which breaches this debt ceiling is null and void. In 2013, GOS’s external debt to GDP ratio

was estimated to be 18.7%, significantly below the specified borrowing limit. This notwithstanding, in

order to ensure that CDB’s loan is legally valid, it shall be a condition precedent to first disbursement of the loan that GOS provide evidence satisfactory to CDB that the aggregate of all loans (including the

proposed loan) raised under this power, does not exceed the debt ceiling for external debt.

6.02 Under Article 6 (1) of the Act, the Minister must ensure that the Administrator General of the Government Debt Office submit all loan agreements, including other documents evidencing a debt liability

or a guarantee commitment, to the Auditor’s Office for registration. Failure to register the said documents

with the Auditor’s Office will render the loan agreement null and void. It shall be a condition precedent to first disbursement of the loan that GOS provide evidence satisfactory to CDB that the loan agreement

between CDB and GOS has been registered with the Auditor’s Office.

6.03 The Minister can issue bonds, treasury paper, or other debt instruments in such terms as may be

necessary for the purpose of giving effect to a loan agreement or a guarantee commitment. The Minister

must observe all applicable laws in Suriname, particularly those relating to financial reporting and

accounting. Any transaction in breach of this requirement will be null and void.

PROJECT MANAGEMENT

6.04 MINOV will be the executing agency for the project. BNO will implement this project as well as the IsDB project, through the PMU established for the purpose of carrying out the activities identified in

Phase 2 of the LSS TVET reform programme. The PMU is headed by a Project Manager (PM) who has

already been engaged by MINOV. The qualifications and experience of the PM are acceptable to CDB.

The position of PM is being funded by IsDB under Phase 2 of the reform programme for the period October 2014 to September 2018. In keeping with the principles of donor coordination, CDB will assume funding

of the position for the period October 2018 to December 2019. This arrangement shall be strengthened by

a formal exchange of letters between CDB and IsDB. The PM shall report to the DDOE in charge of BNO, and shall be responsible for overall implementation and the day-to-day management of the project.

6.05 MINOV is currently in the process of assigning the other staff to the PMU, including: an Assistant

Project Manager (APM); a Procurement Officer (PO); an Accountant; a TVET Specialist, a Project

Engineer (PE); a Monitoring and Evaluation (M&E) Specialist, and the relevant administrative support staff. CDB staff have reviewed PMU’s staffing arrangements and are satisfied that, supplemented by a PE

and an ES, to be specifically responsible for coordinating the CDB-funded components, the PMU has the

requisite capacity to manage the Project. It shall be a condition precedent to first disbursement of the loan that GOS supplement the existing PMU with the addition of a PE and ES, to be financed under the loan,

who will report to the PM, and whose qualifications and experience shall be acceptable to CDB, to

coordinate all aspects of the implementation of the infrastructural and institutional strengthening components of the CDB funded activities, respectively.

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6.06 It shall also be a condition that the composition of the existing PMU as agreed in paragraph 6.06

above, shall not be changed unless agreed to by CDB, and shall remain in existence throughout the duration of the Project. In addition, prior to disbursement on the Building and Civil Works component, GOS shall

be required to engage consultants to provide the engineering and construction supervision services specified

in Appendix 2.2. The cost of these services will be financed under the Loan. It shall also be a condition

that GOS cause the PMU to carry out the Project at all times with due diligence and efficiency in accordance with sound technical, financial and managerial standards and practices. A project management

organisational chart is included at Appendix 6.1.

Project Steering Committee

6.07 A Project Steering Committee (PSC) has already been established consequent upon the agreement

signed with IsDB for execution of their project activities. Its responsibility is to, inter alia, resolve inter-

agency coordination issues arising from the components to be financed. The PSC is chaired by the Director (Permanent Secretary) of MINOV. The DDOS (TVET) is the Deputy Chairman, and will undertake

responsibility for leadership of the Committee in the absence of the Director. The current PSC also

comprises a representative from each of the following: Central Bank of Suriname; Ministry of Finance; Ministry of Labour; Private Sector; and the NTA Working Group. CDB staff have reviewed the

composition of the PSC and have determined that given the Districts in which the CDB funded PICs will

be located and the gender issues flagged at appraisal, the Ministry of Regional Development (which has responsibility for development of rural and interior districts) and the National Bureau for Gender Policy,

should also be represented on the PSC. In addition, given the infancy of the relationship between GOS and

CDB, the Bureau of Legal Affairs should be included to advise on the resolution of procedural matters

which may arise. The terms and conditions established for the operation of the PSC, including the frequency of meetings and the record of those meetings, are consistent with the requirements of CDB and

are therefore acceptable to staff of CDB. The augmenting of the PSC to include the representatives of the

Ministry of Regional Development, the Bureau of Gender Affairs and the Bureau of Legal Affairs shall be a condition precedent to first disbursement of the Loan. The project management arrangements, including

the duties and responsibilities of the PSC, PM, PE and ES are outlined at Appendix 6.2.

IMPLEMENTATION

6.08 The project will be implemented over a period of 60 months. Relevant milestone dates are noted

in the provisional Project Implementation Schedule that is provided at Appendix 6.3. Project start-up

activities will include a Project Launch Workshop (PLW) which is scheduled to occur by the end of September, 2015. The procurement of consultancies and civil works has been staggered to permit PMU to

gradually become familiar with CDB’s procedures. In addition, relevant officers from MINOV and BNO

will be assigned to act as counterparts for the consultants to reduce the burden on the ES who will be performing the role of coordinator and to ensure knowledge transfer. Where construction is slated to take

place in close proximity to existing schools, it will be scheduled so as to minimise the impact on operations

of the schools and on the sub-sector as a whole. Further, training and continuing professional development

for existing teachers will be undertaken using modalities and schedules that minimise loss of meaningful teaching time to students. In addition, wherever feasible, the procurement of furniture and equipment has

been scheduled to coincide with the end of construction works as limited space is available for prolonged

storage, but also so that equipment can be immediately installed and commissioned.

6.09 CDB will also provide implementation support during the lifetime of the project, through a

specifically customised Implementation Support Plan (ISP). This support, based on the risk profile of the country and the fact that the country is new to CDB policies and procedures and may therefore require

closer support at the outset, will include (a) reviewing implementation progress and achievement of project

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outcomes; (b) addressing implementation issues; (c) monitoring systems to ensure their continued adequacy

through monitoring reports; audit reports and field visits; (d) gender sensitisation for officers of MINOV, BNO and heads of PICs; and (d) monitoring changes in risks and compliance with legal agreements as

needed. The ISP will be reviewed twice during the first year of project implementation, and at least once

per year every year thereafter, to ensure that it continues to meet the implementation support needs of the

project. In addition to reviewing implementation progress, the ISP aims at providing technical support to GOS in the achievement of the results. The draft ISP is attached at Appendix 6.4.

6.10 All key documentation relating to the project, including, but not limited to reports, contracts, Expressions of Interest, Requests for Proposals, Designs, and Bid Documents, shall be provided in both

Dutch and English.

PARTICIPATION OF BENEFICIARIES AND STAKEHOLDERS

6.11 Discussions were held with project sponsors and key stakeholders at the project design and

appraisal stages. This includes consultations with officials of the Ministries of Finance, Education and Regional Development, representatives of the private sector, and some primary stakeholders, that is,

students, management and staff of LSS in project communities as well as some community leaders. In

addition, there will be new opportunities under the Project to obtain further input and involvement of community leaders and residents under the various activities of the Project. Provision has been made for

extensive consultation with both primary and secondary stakeholders by the D&CS Consultants, and with

CDB staff prior to sign off for commencement of work at sites not previously seen. The relevant CDB officers will be required during site visits to verify that the criteria established, including stakeholder

consultation criteria, have been met. Support is also provided to MINOV under the other components of

the Project for meaningful and regular engagement with leaders and members of the host communities and

in particular, the parents of potential students at all stages of the project cycle.

DISBURSEMENTS

6.12 It is estimated that loan disbursements will be made over a period of about 51 months. The first disbursement of the loan is expected to occur by October 31, 2015 and final disbursement by

December 31, 2019. The projected Quarterly Disbursement Schedule is presented at Appendix 6.5.

PROCUREMENT

6.13 Procurement of consultancy services shall be in accordance with CDB's Guidelines for the

Selection and Engagement of Consultants by Recipients of CDB Financing. In addition to the private

sector, procurement for curriculum revision and development, the development of second language acquisition strategies and teacher training, will also be open to subsidised universities, since universities

possess the relevant technical skills and competencies. However, in order that these universities may not

derive any unfair advantage, quality-based selection is required.

6.14 GOS’s employment policies permit the payment of a responsibility allowance to civil servants

assigned to special projects for a limited duration to compensate, inter alia, for longer working hours,

increased work load, and travelling to and from, as well as overnighting in the interior. IsDB is funding this allowance for PMU staff including the APM, PO, Accountant, TVET Specialist, M&E Specialist and

support staff for the period 2014 to 2018 while their project is being implemented. CDB will benefit from

this arrangement. Therefore, in order to align with these project management arrangements for the remainder of the implementation period of the CDB project, it is proposed that as part of the principles of

aid effectiveness, CDB support this arrangement. A waiver of CDB’s Guidelines for the Selection and

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Engagement of Consultants is therefore requested to permit the funding of these responsibility allowances

from October 2018 until the completion of the Project. The total value of the waiver is estimated at USD48,000.

6.15 Contracts for capital works and equipment to be financed by CDB's Loan, will be procured in

accordance with CDB's Guidelines for Procurement. All non-CDB financed procurement will utilise the procurement rules of GOS. The eight sites for construction cover widely dispersed areas, mostly in very

remote locations which, without dedicated transportation, are difficult and expensive to reach. Access to

available and reliable transportation is critical to effective supervision during project implementation. The Loan will be used to finance three special utility vehicles, which will be used for project supervision. A

waiver of CDB's Guidelines for Procurement is requested to permit procurement of the vehicles, with no

restriction on country eligibility with respect to the origin of the vehicle. The waiver will enable GOS to purchase vehicles at the most competitive rates as it will ensure the participation of all local suppliers and

vehicle dealerships, whose vehicles may have their origin in a non-CDB member country. Additionally,

the ability to purchase the vehicles locally will improve access to spare parts and maintenance services and

contribute to the sustainability of the assets. The total value of the waiver is estimated at USD135,000. Further details of the procurement arrangements are provided in the Procurement Plan presented at

Appendix 6.6.

MONITORING AND EVALUATION

6.16 Project M&E will be guided by the Design and Monitoring Framework at Table 2.1. This

framework specifies the indicators that will be monitored, their base-line and target values, frequency of

monitoring, sources of data and instruments through which data will be collected. The project will also provide support for the implementation of an M&E System for MINOV. The PM will have overall

responsibility for monitoring of project outputs and will be required to prepare and submit management and

project monitoring reports as listed in Appendix 6.7. The required format for the Quarterly Report on Investment Cost is provided at Appendix 6.8. To ensure that all entities participating in the project will be

able to carry out their designated M&E tasks, orientation and capacity-building will be an integral

component of the PLW and orientation and training of the relevant staff will be an output of the consultancy for the setting up of the M&E System. Reviews, as indicated in the ISP at Appendix 6.4, will also form

part of the project M&E.

6.17 In accordance with CDB’s Project Performance Evaluation System, the project is accorded a composite rating of 7.0. This is a highly satisfactory rating, indicating that the project is very likely to

achieve its development objective and that the project performance is expected to be of a good standard.

6.18 A summary of the project performance matrix is shown at Table 6.1. It will be an integral part of

the M&E system.

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TABLE 6.1: PROJECT PERFORMANCE AND EVALUATION MATRIX

Criteria Expected

Performance Scores

Justification

1. Strategic Relevance 8.0 The project is accorded high priority by GOS

because it addresses the constraints to human

capital formation which are likely to retard the country’s progress toward national development.

It is consistent with CDB’s Education and Training

Policy and Strategy, its Poverty Reduction

Strategy and GEPOS. It also accords with CDB’s Strategic Objective of promoting broad-based

economic growth and social development, and

Corporate Priority of improving the quality of, and access to education and training.

2. Poverty Relevance 8.0 There is a strong correlation between educational

achievement and development. This project

provides the opportunity for children, particularly from underserved areas in rural and interior

communities, who have hitherto been deprived of

opportunities to participate fully in TVET. The project will therefore serve as a vehicle for

reducing poverty, since such children will now

develop demand-driven skills necessary to obtaining sustainable employment and/or

proceeding to further education. The project will

also provide opportunities for poor out-of-school,

unskilled and unemployed/under-employed youth and adults from communities with the highest

levels of poverty and indigence, to improve their

skills and to enhance their employability.

3. Efficacy 6.5 Investment in children previously deprived of skills development opportunities will contribute to

greater levels of economic return to the country

since such children will now have the capacity to provide skilled labour which attracts higher and

more sustainable income. In addition, the

investment will permit those desirous of doing so, to seek higher levels of education.

4. Cost Efficiency 6.0 Both the national and personal benefits will

significantly outstrip the investment. The

components represent the least cost options for achieving the desired objectives. Each PIC

services a group of feeder schools and will deliver

programmes vis block scheduling, which ensures maximum facility usage, a far more cost effective

approach than retrofitting, expansion and fully

equipping each feeder school. In addition, use of

the facilities as satellite centres to deliver USS and adult education programme in the evening, allows

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for a higher return on investment for the same

capital input. Utilisation of distance education modalities for teacher training will also

significantly reduce the cost which must be

invested in face–to-face training in central

locations.

5. Institutional

Development Impact

7.0 The project is expected to have direct impact at the

USS level because of the expanded enrolment

likely as a result of having better prepared

graduates at the LSS level. This could potentially lead to greater throughput to the post-secondary

and tertiary levels. The institutional strengthening

components will also contribute to the development of stronger and more effective

institutional capacity, capable of adequately

planning for, managing and monitoring the system in general, and the sub-sector in particular.

6. Sustainability 6.0 GOS demonstrates its support for education

through its annual budgetary allocations which

represent about 5% of GDP, by far the largest allocation to any of the public sectors. GOS has

specifically demonstrated its commitment to

TVET through the size of its investment in the current re-organisation, as well as its proactivity in

establishing the Suriname NTA to oversee TVET

development across the country. It has

commissioned a White Paper to spell out how that development will take place, and it has already

agreed a mechanism with the private sector and the

Trade Unions for funding and sustaining development in TVET. Government’s

commitment is also demonstrated in its actions to

align local TVET development with the Regional Strategy approved by COHSOD. TA for the

development of a maintenance policy and plan will

support more effective planning and budgeting for

PIC maintenance.

7. Overall Performance 7.0 Highly Satisfactory

7. TERMS AND CONDITIONS

7.01 It is recommended that CDB lend to GOS an amount not exceeding the equivalent of twenty one

million, nine hundred and forty thousand United States dollars (USD21,940,000)(the Loan) consisting of:

(a) an amount from CDB’s OCR not exceeding the equivalent of eighteen million, five

hundred and seventy thousand United States dollars (USD18,570,000)(the OCR Portion);

and

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(b) an amount from CDB’s SFR not exceeding the equivalent of three million, three hundred

and seventy thousand United States dollars (USD3,370,000)(the SFR Portion),

to assist GOS in financing the enhancement of technical and vocational education at the lower secondary

school level (the Project) on CDB’s standard terms and conditions and on the following terms and

conditions:

(1) Repayment: Repayment of the Loan shall be made as follows:

(a) in the case of the SFR Portion in thirty (30) equal or approximately equal and

consecutive semi-annual instalments, payable on January 1 and July 1,

commencing five (5) years after the date of the Loan Agreement; and

(b) in the case of the OCR Portion in twenty-four (24) equal or approximately equal

and consecutive semi-annual instalments, payable on January 1 and July 1,

commencing five (5) years after the date of the Loan Agreement.

(2) Interest: Interest shall be paid semi-annually:

(a) at the rate of two decimal five percent (2.5%) p.a. on the amount of the SFR Portion

withdrawn and outstanding from time to time; and

(b) at the rate of three decimal nine five percent (3.95%) p.a. (variable) on the amount

of the OCR Portion withdrawn and outstanding from time to time.

(3) Commitment Charge: A commitment charge at the rate of one percent (1%) p.a shall be

payable on the amount of the OCR Portion unwithdrawn from time to time. Such charge

shall accrue from the sixtieth (60th) day after the date of the Loan Agreement and shall be

payable quarterly.

(4) Disbursement:

(a) The first disbursement of the Loan shall be made by October 30, 2015, and the

Loan shall be fully disbursed by December 31, 2019, or such later date as CDB

may specify in writing.

(b) Except as CDB may otherwise agree:

(i) the Loan shall be used to finance the components of the Project allocated

for financing by CDB as shown in the Project Cost, Phasing and Financing

Plan for the Project as shown in Appendix 3.1; and

(ii) total disbursements shall not exceed sixty percent (60%) of the cost of the

Project.

(c) The Loan shall not be used to meet any part of the cost of the Project which consists

of identifiable taxes or duties.

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(5) Procurement:

(a) Except as provided in paragraphs (b) and (c) below, procurement of goods and

services and of consultants under the Project shall be in accordance with the

procedures set out and/or referred to in the Loan Agreement or such other

procedures as CDB may from time to time specify in writing.

(b) In relation to the procurement of vehicles referred to paragraph 6.15 of this Report,

there shall be a waiver of CDB procurement procedures such that there shall be no

restrictions on country eligibility.

(c) In relation to PMU staff referred to in paragraph 6.14 of this Report, there shall be

a waiver of CDB’s Guidelines for the Selection and Engagement of Consultants to

permit the funding of their responsibility allowances from October 2018 to

completion of this Project.

(d) The Procurement Plan set out in Appendix 6.6 has been approved by CDB for the

purposes of the Project. Any revision to this Plan shall require CDB’s prior

approval in writing.

(6) Conditions Precedent to First Disbursement of the Loan:

GOS shall:

(a) provide CDB with evidence in form and substance satisfactory to CDB that the

aggregate of all loans (including the Loan) raised under the National Debt Act 2002

(including any amendment) of Suriname does not exceed the limit on external

debts therein imposed;

(b) provide evidence satisfactory to CDB that the Loan Agreement between GOS and

CDB has been registered with the Auditor’s Office;

(c) augment, for the duration of the Project, the composition of the PMU with the ES

referred to in sub-paragraph 8(b)(x)(bb);

(d) augment for the duration of the Project the composition of the PMU with the PE

referred to in sub-paragraph 8(b)(x)(aa); and

(e) augment the composition of PSC referred to in sub-paragraph 8(b)(iii) below.

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(7) Condition Precedent to Disbursement with respect to Building and Civil Works

Component:

CDB shall not be obliged to disburse any amount in respect of the Building and Civil Works Component until CDB shall be satisfied that GOS has:

(a) in accordance with procurement procedures applicable to the Loan selected and

engaged the engineering consultants referred to in sub-paragraph 9(b)(xi)(nn)

below;

(b) in respect of the sites earmarked for building the PICs, CDB shall not be obliged

to disburse any amount for each of the sites until CDB is satisfied that GOS has

received all requisite statutory planning, building and environmental permits

and/or licences for the site; and

(c) in respect of each proposed site received a final design completed to standards

acceptable to CDB and satisfying explicit acceptance criteria set out in Appendix

4.3 of the Report.

(8) Other Conditions:

(a) Except as CDB may otherwise agree, the Project shall be implemented by MINOV

of GOS.

(b) GOS shall:

(i) carry out the Project at all times with due diligence and efficiency, with

management personnel whose qualifications and experience are

acceptable to CDB and in accordance with sound technical,

environmental, administrative, financial and managerial standards and

practices;

(ii) institute and maintain organisational, administrative, accounting and

auditing arrangements, acceptable to CDB, for the Project;

(iii) augment and maintain for the duration of the Project, a PSC with

composition as set out in paragraph 6.08 of this report to carry out the

duties and responsibilities set out in the TOR at Appendix 6.2. Any

subsequent appointment of representatives from the Ministry of Regional

Development, the Bureau of Gender Affairs, and the Bureau of Legal

Affairs to the PSC shall be acceptable to CDB;

(iv) augment and maintain for the duration of the Project the PMU, headed by

the PM, comprising of adequate technical and clerical resources (including

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an accounting officer and a procurement officer) s set out in paragraph

6.05, which shall be responsible for the management of Project activities.

The composition of the PMU shall not change except with the written

consent of CDB. The qualifications and experience of any one

subsequently appointed to the PMU must be acceptable to CDB;

(v) have in place for the duration of the Project the PM who shall report to

the DDOE in charge of the BNO and have overall responsibility for the

day to day management of the Project. The PM will monitor project

outputs and prepare and submit management and project monitoring

reports as set out in the TOR at Appendix 6.7. Anyone subsequently

appointed to the position of PM shall be acceptable to CDB;

(vi) submit to CDB an initial five-year maintenance plan for each of the centres

established no later than six (6) months after the certificate of completion

of the centre has been issued. Each plan shall be updated annually and be

submitted to CDB by October 30. The updated plans shall, amongst other

things, indicate the resource allocations, frequency, timing and costs per

annum of both routine and identified preventative maintenance activities

for both building works and equipment;

(vii) maintain the facilities financed from the Loan, or cause the same to be

kept, in good repair and condition, and shall provide the resources

necessary to adequately carry out such maintenance works as may be

required from time to time;

(viii) contribute to the Project an amount in Surinamese dollars of not less than

the equivalent of fourteen million, six hundred and ninety thousand

United States dollars (USD14,690,000) which shall be expended on a

timely basis on the components of the Project allocated for financing by

GOS as shown in the Project Cost, Phasing and Financing Plan for the

Project at Appendix 3.1 of this Report;

(ix) ensure that all key documentation relating to the Project, including but not

limited to, the reports, contracts, expressions of interest, requests for

proposal designs, and bid documents are provided to CDB and GOS in

Dutch and English;

(x) in accordance with the procurement procedures applicable to the Loan,

select and engage:

(aa) the PE to coordinate all aspects of the building and civil works

component of the Loan with duties and responsibilities as set out

in the TOR at Appendix 6.2;

- 39 -

(bb) the ES to coordinate all aspects of the institutional strengthening

and capacity building component of the Loan in accordance with

the TOR at Appendix 6.2;

(cc) the curriculum revision and development consultants in

accordance with the TOR at Appendix 2.3;

(dd) consultants to evaluate and advise on enhancing of the services

curriculum in accordance with the TOR at Appendix 2.4;

(ee) consultants to provide the development of second language

strategies in accordance with the TOR at Appendix 2.5;

(ff) consultants to provide training and enhance the quality of teachers

in remote communities in accordance with the TOR at Appendix

2.6;

(gg) consultants to develop a national qualifications framework in


(hh) consultants to develop public education and awareness strategy

for the promotion of TVET in accordance with the TOR at

Appendix 2.8;

(ii) consultants to strengthen the monitoring and evaluation system of

MINOV in accordance with the TOR at Appendix 2.9;

(jj) consultants to develop a maintenance policy and plan for PICs in


(kk) consultants for the institutional and functional assessment for the

operation of PICs in accordance with the TOR at Appendix 2.11;

(ll) consultants to develop district specific community education

programmes in accordance with the TOR at Appendix 2.12;

(mm) consultants to provide PM services in accordance with the TOR at

Appendix 2.13;

(nn) engineering consultants to carry out the services in accordance

with the TOR at Appendix 2.2;

- 40 -

(oo) competent and experienced contractors to carry out the building

and civil works components;

(xi) furnish CDB with all reports listed in Appendix 6.7 in such form

or forms and substance as CDB may require, not later than the

times specified therein for doing so; and

(xii) assign relevant officers from MINOV and BNO to act as

counterparts for the consultants as described in paragraph 6.08 of

this Report.

.

APPENDIX 1.1

SURINAME’S RECENT ECONOMIC PERFORMANCE

1.01 Suriname’s economy expanded by an

estimated 4.4% in 2013 compared with 3.9%

in 2012 reflecting relatively strong performance in construction, wholesale and

retail trade as well as an increase in

agricultural output. Mining and quarrying were less robust reflecting a lack-lustre

performance in alumina and gold production.

In relation to prices, as at August 2014 average annual inflation stood at 3.1%

compared with 3.3% for the similar period in

2013.

1.02 With respect to trading activity, Suriname’s external accounts have been bolstered by strong export earnings, resulting in persistent surpluses on the external current account (since 2006) and on the overall

balance, as well as a healthy accumulation of international reserves during the decade. However, data for

the first half of 2014 indicate an 11.7% decline in goods export earnings when compared with the first two quarters in 2013 and primarily reflect the sharp decline in gold prices. Over the past 18 months, gold prices

declined by some 26.9% reaching just over USD1230 per ounce at June 2014. Regarding the financial

monetary sector, monetary conditions have been favourable with strong credit growth, falling lending rates

and a liquid and profitable banking system. The financial sector on the whole is assessed as stable and sound.

1.03 Suriname’s public debt-to-gross GDP ratio averaged 22.3% during the decade, while the overall fiscal deficit averaged 0.2% of GDP, well below the averages for CARICOM. In 2010, the newly-elected

administration undertook a home-grown adjustment programme, which included, among other measures, a

one-time 20% devaluation of the Surinamese dollar, tax increases, spending cuts and the termination of deficit monetisation by the Central Bank. The adjustment programme, endorsed by the IMF was aimed at

restoring internal balance and price stability. Suriname’s relatively tight fiscal regime has earned the

country a favourable rating by the international rating agencies. However, the fiscal position weakened

somewhat in 2012 and 2013, largely as a result of wage hikes and robust capital expenditure. Nonetheless, Suriname and Trinidad and Tobago are the only two independent CARICOM countries where there are no

serious concerns about fiscal and debt sustainability. It is noteworthy that the Government is at the

legislative stage of setting up a Sovereign Wealth Fund as a repository of windfall mineral revenues to minimise revenue/macro volatility.

1.04 Suriname’s short-term macroeconomic outlook is positive. Real GDP growth is expected to

average around 4% for 2014, underpinned by expected robust activity in the mining sector (particularly gold and oil), associated with planned large investments of almost 100% of GDP. The completion of the

state-owned oil refinery will further enhance the country’s external position through a reduction of imported

refined petroleum. Inflationary pressures should remain low on account of exchange rate stability and unemployment is likely to be reduced with economic buoyancy. Given current trends, fiscal pressures

(though modest) are likely to continue and, in the absence of any tightening, the deficit is expected to widen

to around 3% of GDP in 2014. However, fiscal and debt sustainability expectations will remain well anchored. There are risks to the short-term outlook as it depends on developments in commodity prices. If

the extant downward trend in gold prices persists, the baseline outlook could be adversely impacted.

APPENDIX 1.2

SOCIAL CONTEXT

1. Suriname is a mineral rich middle income country located in the northern part of South America.

It is bordered by French Guiana to the east, Guyana to the west and Brazil to the south. It is the only Dutch

speaking country in South America9. It has an area of 163,270 km² and a population of 541,638 persons

(2012 Census). It is the second largest but least densely populated (3.3 persons/km2) BMC. The population is equally divided between males and females and is relatively young - 72% are between the ages of 0-44.

2. Ethnic heterogeneity is a distinct feature of the population; there are eight ethnic groups with the main groups being: Hindustani (27%), Maroon (22%), Creole (16%), Javanese (13%) and those classified

as Mixed (13%). The indigenous Amerindians, most of whom live in the interior and hold much historical,

environmental and cultural significance for the country, make up about 4% of the population. The country’s ethnic diversity is replicated in its religious plurality as well as other aspects of its socio-political structure.

The main religious groups are Christianity (48%), Hinduism (22%) and Islam (14%) and its many

institutions and political parties are structured and maintained along ethnic lines.

3. The country has a presidential system of government and has been functioning as a multi-party

democracy since independence, though there have been two periods of military rule in 1980-87 and

1990-91. Suriname is divided into 10 administrative districts with the capital Paramaribo located in the largest (130,567 km2) district. As indicated in Table 1 below, the vast majority (86%) are living in

Paramaribo and the other coastal areas. The hinterland districts of Brokopondo and Sipaliwini, are made

up mainly of Amerindian and Maroon villages, and account for only 10% of the country’s population. The skewed population distribution is related to significant disparities in living conditions across the country.

TABLE 1: LOCATION AND POPULATION OF DISTRICTS

4. There are no officially accepted national poverty indicators for the country, but based on the 2014

Human Development Report it has a HDI of 0.705. This places it among the high human development

countries and gives it a ranking of 100 out of 187 countries in 2014; an improvement over its 105th rank in the previous year10. The country’s overall performance in this area has improved over the years with the

HDI moving from a value of 0.698 in 2010 to 0.705 in 2013. This progress is also demonstrated in the

9 This represents the country’s colonial legacy being a former Dutch colony. Suriname gained independence

from the Kingdom of the Netherlands (The Netherlands) on November 25, 1975. 10 Source: United Nations Human Development Report 2014.

Districts Location/Type Capital

Area

(km2)

Population

(2012) (%) Density

Sex

Ratio

Paramaribo Coastal/Urban Paramaribo 182 240,924 44.5 1323.8 98.3

Wanica Coastal/Sub-urban Lelydorp 443 118,222 21.8 266.9 95.6

Nickerie Coastal/Urban Nieuw-Nickerie 5,353 34,233 6.3 6.4 106.5

Coronie Coastal/Rural Totness 3,902 3,391 0.6 0.9 106.3

Saramacca Coastal/Rural Groningen 3,636 17,480 3.2 4.5 113.9

Commewijne Coastal/Rural Nieuw-Amsterdam 2,353 31,420 5.8 13.4 108.4

Marowijne Coastal/Rural Albina 4,627 18,294 3.4 4.0 97.9

Para Rural Onverwach 5,393 24,700 4.6 4.6 103.9

Brokopondo Interior Brokopondo 7,364 15,909 2.9 2.2 114.8

Sipaliwini Interior none 130,567 37,065 6.8 0.3 96.7

TOTAL 163,820 541,638 100 3.3 99.9

APPENDIX 1.2

Page 2 of 4

MPI11 which fell from 8.2% in 2006 to 7.5% in 2010 country wide12. The MPI also shows much higher

deprivation for the rural and hinterland areas, than the urban districts, particularly in the dimensions of education and living standards.

5. At the national level, the country is also on track to meeting some of the MDGs at the national

level. There has been some progress in MDG 2 - Achieve Universal Primary Education, MDG 3 - Gender Equality and the Empowerment of Women; MDG 4 and 5 - Child Mortality and Improve Maternal Health,

and MDG 6 - Combating HIV/AIDS. However, progress with regard to MDG 1 - Eradicate Poverty and

Hunger and MDG 7- Environmental Sustainability, is sluggish. Hence the UN concluded that “many of the MDG targets will only be reached through reinforced social, economic and environmental programmes

in which Government and other development actors work closely together in true partnerships”13.

6. There has also been some progress in the area of gender equality, but women in Suriname,

particularly indigenous and tribal women, still face significant development challenges. The country‘s

GII14 which was 0.467 in 2012 dropped marginally to 0.463 in 2013. This has resulted in the country’s

ranking also dropping albeit slightly from 94 out of 148 countries to 95 out of 149 countries. It recorded some mixed results in the GII indicators. There does not appear to be much disparity between men and

women at the national level in the area of educational attainment. Forty-five percent (45%) of adult women

attained at least secondary level education in 2013, compared to 47% for their male counterparts. While the country also had a favourable adolescent fertility rate of 35 births per 1000 live births, which is about

half the LAC regional average of 71, in the others areas such as the proportion of seats in the National

Assembly held by women, maternal mortality and labour force participation, there is much room for improvement. Only about 12% of parliamentary seats, which is half LAC regional average of 24%, are

held by women and about 130 women die from pregnancy for every 100,000 live births. This is much

higher than LAC regional average of 74. Gender disparity is also quite evident regarding participation in

the labour force. Female participation was only about 40% while it was almost 70% for men. On the basis of these indicators, the UN concluded also that “women are not empowered to compete in the labour market

on an equal footing and [are therefore impeded in reaching] their full socio-economic potential”15.

7. This situation is compounded by the inequalities that persist between the coastal and the hinterland

districts. The MPI and the other social development indicators in Table 2 point to the stark contrast between

the coastal districts and the interior. While the overall MPI for the country is 7.5% of the population, the

two hinterland district of Brokopondo and Sipaliwini register levels of 24.9% and 54.9 % respectively. Residents in these districts have the lowest life expectancy, mean years and expected years of schooling,

and greatest proportion without a secondary level education – statistics that speak to their high poverty

prevalence in relation to other parts of the country.

11 The MPI is derived from data from the Multi-indicators Cluster Survey. It uses ten indicators to measure

poverty in three dimensions viz. Education – # of years of Schooling and school attendance, Health – rate

of child mortality and access to proper nutrition, and Living Condition – access to electricity, sanitation,

and drinking water, quality of floor, type of cooking fuel, and possession of assets. 12 Source: UNDP Human Development Atlas Suriname, 201313 United Nations Development Assistance Framework (2012-2016), Republic of Suriname p13 14 GII reflects gender-based inequalities in three dimensions: reproductive health - measured by maternal

mortality and adolescent fertility rates; empowerment by the share of parliamentary seats held by each sex

and attainments at secondary and higher education; and economic activity by the labour market

participation rate by each sex. 15 United Nations Development Assistance Framework (2012-2016), Republic of Suriname, p14

APPENDIX 1.2

Page 3 of 4

TABLE 2: KEY SOCIAL DEVELOPMENT INDICATORS BY DISTRICT

8. Historically, the interior had been little more than a resource basket; supplying timber, gold and

bauxite. The Maroons (see Box 1) and indigenous populations living there were not integrated into the national decision-making processes and operated almost autonomously with little contact with State

operatives. Partly because of this and their sparse populations, communities in the interior have also lagged

behind the rest of the country in basic infrastructure, access to electricity, potable water, sanitation, and health care. In most villages electricity is available for only four hours per day. Many of the communities

are accessible only by river which becomes a major challenge during the dry season when the water levels

in these rivers have receded substantially. Although GOS has been giving increased attention over the years to the development needs of the indigenous and tribal peoples living in the interior, efforts to address their

level of socio-economic deprivation continue to be a development imperative for the country.

Districts

MPI

Poor

Population

(2010)

Life

Expectancy

at Birth

(2009)

Mean

Years of

Schooling

(2010)

Expected

Years of

Schooling

(2010)

Pop. with

Least

Secondary

Education

Gender

Parity

Index

(2010)

Gender

Inequality

Index

(2010) M F Boys Girls

Paramaribo 2.3 69.9 74.2 9.7 14.1 15.2 69.5 1.01 0.407

Wanica 3.3 68.1 71.5 9.1 11.4 12.4 69.1 1.06 0.466

Nickerie 3.2 67.7 71.4 8.2 12.8 13.3 69.4 1.00 0.716

Coronie 2.2 67.4 71.9 8.7 12.7 14.8 70.3 0.95 0.666

Saramacca 3.6 67.4 71.9 8.6 12.7 14.8 69.3 1.05 0.726

Commewijne 4.3 69.4 71.4 8.1 12.2 14.2 70.6 1.02 0.429

Marowijne 9.4 65.3 69.9 6.8 12.4 14.1 70.7 1.01 0.713

Para 10.5 69.4 72.7 7.8 13.3 15.0 71.7 1.01 0.721

Brokopondo 24.9 65.3 69.9 5.4 11.8 12.3 82.5 1.02 0.459

Sipaliwini 54.9 60.5 65.2 2.9 10.2 11.0 93.2 1.02 0.771

TOTAL 7.5 68.5 72.7 8.6 12.9 14.0 72.1 1.02 0.464

APPENDIX 1.2

Page 4 of 4

Box 1: The Saramaka1 People of Suriname2

The Saramaka are one of six Maroon peoples in the Republic of Suriname. Their ancestors were among the African slaves

who escaped into the dense rainforest. They lived chiefly in the Sipaliwini district along the upper Suriname River and its

tributaries. From the 1960s, they have also lived along the lower Suriname River in villages constructed by the colonial government and Alcoa. They were relocated to allow flooding of approximately half their tribal territory for a hydroelectric

project built (in Brokopondo) to supply electricity for an aluminium smelter.

In November 2007, the Inter-American Court for Human Rights ruled in favour of the Saramaka people against the

Government of Suriname in relation to land rights. In this landmark decision, the Saramaka were granted collective rights to

the lands on which their ancestors had lived since the early 18th Century, including rights to decide about the exploitation of

natural resources such as timber and gold within that territory. In addition, they were granted compensation from the

government for damages caused by previous timber grants made to Chinese companies. This was paid into a special

development fund, which is now managed by the Saramaka.

Traditional villages average 100 to 200 residents and consist of a core of matrilineal kin plus some wives and children of lineage men. The villages are always located near a river, for water, transportation and fishing, and are constructed of an

irregular arrangement of small houses, open-sided structures, domesticated trees, occasional chicken houses, various shrines,

and scattered patches of bush. Horticultural camps, which include permanent houses and shrines, are located several hours

by canoe from each village.

Saramaka society is firmly based on matrilineal principles. A clan (lo) – often several thousand individuals – consists of the

matrilineal descendants of an original band of escaped slaves. It is subdivided into lineages (bee) – usually 50 to 150 people

– descended from a more recent ancestress. Several lineages from a single clan constitute the core of every village. Within

the clan, temporary rights to land use for farming are negotiated by village headmen. Many women have a house in their own

village, another in their horticultural camp, and a third in their husband's village. Men divide their time among several different

houses, built at various times for themselves and for their wives. Traditional Saramaka houses are compact, wide enough to

tie a hammock; with walls of planks and woven palm fronds, and traditionally roofs of thatch or, increasingly, of corrugated metal. They do not have windows but often have elaborately carved facades. Since the civil war, the Saramaka have built an

increasing number of houses in coastal, Western style, using concrete as well as wood, and featuring windows and more

expansive floor plans.

The Saramaka people, like the other Maroon groups, are run by men. Since the 18th Century Treaty, the Saramaka have had

a government-approved paramount chief (gaamá), as well as a series of headmen (kabiteni) and assistant headmen (basiá).

Traditionally, the role of these officials in political and social control was exercised in a context replete with oracles, spirit

possession, and other forms of divination. As the national government is intervening more frequently in Saramaka affairs

(and paying political officials nominal salaries), the sacred base of these officials’ power is gradually being eroded. These

political offices are the property of clans (lo). Political activity is strongly dominated by men.

------------------- 1 In mid-2010, the people formerly known as “Saramaka” began calling themselves, in their official documents in English, “Saamaka,”

to conform to their own pronunciation. 2 Extracted from: http://en.wikipedia.org/wiki/Saramaka

http://en.wikipedia.org/wiki/Inter-American_Court_of_Human_Rights

http://en.wikipedia.org/wiki/Natural_resource

http://en.wikipedia.org/wiki/Gold

http://en.wikipedia.org/wiki/Community_development

http://en.wikipedia.org/wiki/Matrilineality

http://en.wikipedia.org/wiki/Shrine

http://en.wikipedia.org/wiki/Horticulture

http://en.wikipedia.org/wiki/Canoe

http://en.wikipedia.org/wiki/Clan

http://en.wikipedia.org/wiki/Band_society

http://en.wikipedia.org/wiki/Lineage_%28anthropology%29

http://en.wikipedia.org/wiki/Palm_branch_%28symbol%29

http://en.wikipedia.org/wiki/Thatch

http://en.wikipedia.org/wiki/Corrugated_galvanised_iron

http://en.wikipedia.org/wiki/Corrugated_galvanised_iron

http://en.wikipedia.org/wiki/Facade

http://en.wikipedia.org/wiki/Concrete

http://en.wikipedia.org/wiki/Floor_plan

http://en.wikipedia.org/wiki/Paramount_chief

http://en.wikipedia.org/wiki/Oracle

http://en.wikipedia.org/wiki/Spirit_possession

http://en.wikipedia.org/wiki/Spirit_possession

APPENDIX 1.3

SUMMARY OF THE BASIC EDUCATION SECTOR IN SURINAME

1. The education sector in Suriname is managed by the MINOV, which has a decentralised structure

with representation in each of the ten administrative districts through a District Inspector. Administratively, MINOV is headed by a Director of Education (DOE), who is supported by seven Deputy Directors (DDOE),

who collectively are responsible for overseeing 36 sub-directorates across the sector. Each sub-directorate

is led by a Head of Department. Together, these departments of MINOV account for the employment of over 4,000 employees, representing approximately 25% of public sector employment. Basic Education in

Suriname is delivered at four levels, commencing at 4 years old: pre-primary (two years), primary (six

years), Lower Secondary (four years), and Upper Secondary (three years). Education is funded by central

government and is delivered through a combination of public schools and private and religious institutions.

Pre-Primary Education

2. While pre-primary education is not compulsory, students at this level are accommodated in

classroom in primary school buildings, but they are taught by teachers who have been specially trained in delivering ECD. Recent data (2012) suggest that as many as 92% of children designated as ECD are

enrolled in school. However, there is no data available which speaks to the disaggregation of those statistics

across locations. Previous data suggested that enrolment decreases significantly as one moves into coastal

rural areas, and even further within the interior. Recent data to support this is however unavailable. A major shortcoming of pre-primary education however, is the fact that whereas the accepted regional and

international age of enrolment is 3 years old, in Suriname it is four years old. This has implications for the

accuracy of the enrolment figures when Suriname is compared to other countries in the region, given that the country is lagging a full year behind its regional counterparts.

Primary Education

3. Primary education consists of six grades commencing at six years old and ending at 12. This is the

only compulsory period of schooling in Suriname. Transfer from primary is determined by performance

on a Primary School Exit Examination (PSEE) which is conducted nationwide at the end of the sixth grade. Students who have placed in the highest quartile are assigned to an academic stream at the Lower Secondary

School (LSS) level, while the others are channeled to (TVET). Approximately 47% of those transitioning

from primary are placed in the academic stream, while approximately 48% are placed in TVET. The others drop-out.

4. While there are issues with the system, the country has made significant progress in primary

education and is on track to achieve the MDG goal of Universal Primary Education (UPE). In 2012, NER at the primary level reached 96%, (girls 98%), increasing from 78% in 1990. Gender parity in participation

has also been attained at primary level and in 2012, primary completion rates surpassed 87%, even though

there was concern about the disparity between the sexes. While 97% of girls completed the primary cycle, only 78% of boys did. Primary enrolment and completion at the District level were also highly satisfactory.

Over 88% of students in all Districts attended primary school and the lowest completion rate for any District

was over 90%.

APPENDIX 1.3

Page 2 of 4

Secondary Education

5. Secondary education in Suriname is divided into two levels: LSS and USS. LSS commences at 12

years old and generally runs for four years until age 16. Students in the general education track at the LSS

level take final examinations at the end of the fourth year to determine their placement at USS. Those who meet a pre-set cut-off point are admitted to a three-year USS pre-university programme that offers courses

to prepare for admission to university study. Those who fail to meet the pre-set standard may be admitted

to a secondary vocational training school for seniors, referred to as HAVO. Such schools are meant for

further training in areas such as law, journalism, etc., so the term ‘vocational’ is really a misnomer.

6. Up to 2012, students assigned to TVET at the LSS level were placed in one of seven tracks

following either Technical or Services options. Once assigned, students had limited flexibility to change tracks or to pursue multiple pathways to further education. In addition, depending on the track in which a

student was placed, the period of education ranged from one year to four years. Since 2012, under a

programme of re-organisation at LSS, the number of tracks under each programme (Technical and Services) has been limited to three with a greater number of opportunities for continuing education. Students still

currently in the tracks which have been discontinued as of the school year 2012/13, will continue in those

tracks until graduation.

7. As with the general education track, students demonstrate successful completion of the TVET track

through their performance on a transfer examination. Technical students meeting the standard move on to

NATIN. NATIN is the ultimate in technical education, and students being educated here are awarded the equivalent of an Associate Degree in Technical Studies. For students pursuing the Services curriculum, if

they successfully meet the performance standard, they may move on to the Institute for Secondary

Economics and Administrative Education (IMEAO); the Training Centre for Nursing and Practitioners of Related Professions (COVAB); where they are prepared for careers in office administration and

nursing/related areas respectively, or they may proceed to the Pedagogical Institute (PI), where they are

prepared for careers in teaching. Students in both the general and TVET track have options, including

mainly evening programmes, which they may pursue in order to obtain the qualifications necessary to proceed to further education.

8. At the beginning of school year 2012 - 2013, the number of schools in the system was as follows:

TABLE 1: SCHOOL DISTRIBUTION IN SURINAME

Level No. of Schools

Interior/Rural

Schools

Primary 325 289

Lower Secondary 124 6

Upper Secondary 30 2

9. Two hundred and eighty-nine of the primary schools included pre-primary departments. Fifty-six

pre-primary departments were located in the interior. Approximately 54% of primary and secondary schools were public while the others were denominational. Denominational schools are subsidised by the

government as follows:

(a) payment of teachers’ salaries based on the public salary scale; (b) provision of curriculum materials; and

(c) a per student subsidy.

APPENDIX 1.3

Page 3 of 4

In the interior, over 65% of the schools are private, primarily due to the historical role churches have played

in delivering social services, especially education, in remote communities.

10. At the beginning of 2012-13 as well, there were 134,352 students in the system, as follows:

TABLE 2: ENROLMENT DATA FOR BASIC EDUCATION

Level

No. of

Students

Pre-Primary 16,047

Primary 70,907

Junior Secondary:

Academic TVET

o Simple Home Economics

o Simple Technical o Junior Technical

33,631

21,987 11,644

236

2,951 8,457

Senior Secondary:

Academic

o General Ordinary

o Pre-University TVET

11,395

5,843

2,021

3,822 5,552

TOTAL 134,352

11. At the end of 2012/13, there were 7,651 teachers in the system – 5,193 at the primary level, and 2,458 at the secondary level. Pupil-teacher ratios were 15:1, 14:1 and 11:1 at the primary, lower secondary

and senior secondary levels, respectively. Overall, Net Enrolment Rates (NER) were generally satisfactory,

but unsatisfactory rates in the rural and interior districts were subsumed in the overall rates as show in the following table:

TABLE 3: NET ENROLMENT RATES

Level Overall Rural/Interior

Pre-Primary 93 74

Primary 97 71

Lower Secondary 51 17

Upper Secondary 35 Unknown

Rates in the interior may be further sub-divided to reflect coastal and hinterland areas, where there is

significant disparity revealing very low attendance rates in the hinterland areas, but no up-to-date data is

available.

12. The Suriname education sector, which is based on the Old Dutch System, has changed little since

its initial adoption in the 1970s, and is experiencing a number of key challenges including:

(a) modest quality and internal efficiency at the MINOV and within schools, which has led to

low student performance; (b) limited and unequal teacher qualifications across the system;

(c) language barriers in education, especially for those in the interior;

APPENDIX 1.3

Page 4 of 4

(d) overcrowded classrooms, rendering classes difficult to manage;

(e) shortage of classrooms, especially at the pre-primary and lower secondary levels; (f) outdated/irrelevant curricula;

(g) inadequate teacher facilities in the interior; and

(h) limited management capacity to support the education sector.

13. These challenges are exacerbated by an institutional structure that clearly has limitations and is

particularly prone to challenges that affect the efficiency and quality of the system. Education expenditure

is relatively high compared to countries in the Region. The rate is approximately 26% of public expenditure, compared to approximately 16% in Chile and 18% in Barbados. However, educational

outcomes are low. Nearly one in five students repeat grade 1; 17% repeat grades 2 and 3 respectively; drop-

out rates between grades 1 and 3 are between 7 and 9%; 80% of students entering secondary school have repeated at least one grade; and one in four students in LSS either repeats or drops out each year. In the

interior, about 50% repeat or drop out annually. In addition, at the overall secondary level in 2012, the

NER was only 43%. Also, while there was essentially gender parity at the primary level, female enrolment

at secondary accounted for 53%, implying that more girls transition to secondary than boys.

14. The tracking system is also problematic, in part due to its reliance on a single exam to assign

students to a specific track at the very early age of 12 years; and the limited opportunities for alternative pathways after children are assigned to a specific track. Tracking at such an early age decreases the number

of students that enter LSS, leads to a low average rate of years of formal education in the country and affects

students’ motivation to remain in school. Even though potentially a student may spend 15 years in school based on the structure of the system as compared to an average of 13 years for students in other CARICOM

countries, the reality is that fewer than 50% of the population in the 5-19 year age cohort have achieved

nine years of schooling. Also, the usefulness of tracking students at an early age to technical/vocational

training appears extremely restricted since there are limited facilities for the development of practical skills, and there is little articulation between the subjects offered and the needs of the local economy. Further,

only some of those students in the academic track are able to continue studies to university level, so the

potential for national development is significantly impacted.

15. Education in the interior lags behind the rest of the country (UNICEF 2010). Attainment and

retention rates are low and quality of instruction and availability of materials are contributory factors. The

limited availability of qualified teachers is common in the interior. While nearly all teachers at the primary level in coastal areas are qualified, only about 70% of teachers in the interior are qualified but about 34%

of them are qualified solely for teaching in the interior with their qualifications unacceptable in the city.

16. MINOV is also confronted with limited sector management capacity. Key institutional challenges

include limited supervision and support offered to schools; inadequate communication channels between

the schools and MINOV; and limited involvement of school staff in educational planning decisions. Staff capacity in MINOV requires strengthening, with additional personnel required in key departments such as

curriculum, and research and planning. School leaders also require capacity building in leadership. There

is also limited basic information to make policy decisions or monitor the system, and there is a significant

dearth of data on which to base critical sector decisions. Even though there is a District Inspector in each of the administrative districts, educational management is centralised at the MINOV, with limited autonomy

at the school level, thereby reducing accountability of school based management.

APPENDIX 1.4

ORGANISATION OF TECHNICAL AND VOCATIONAL EDUCATION AND TRAINING

SYSTEM AT THE LOWER SECONDARY SCHOOL LEVEL IN SURINAME

1. TVET in Suriname commences at the lower secondary level (LSS), after students are transferred from the primary level. On the basis of their performance in the Primary School Exit Examination (PSEE),

students are determined to be capable of operating in an academic environment, in which case they are

transferred to regular academic education – Secondary School Academic, or they are deemed to be incapable of pursuing an academic programme, in which case they are channelled to TVET - LBGO. Prior

to school year 2012/13 there were seven streams of LBGO into which such children were streamed.

Depending on which of these streams students were assigned to, they could either continue to further

education with very limited options, or after a period of between one and four years, they exited to the job market. Beginning in School Year 2012, education authorities began phasing out the LBGO system, and

introducing two strands of three Lower Vocational Education (LBO) streams, LBO Technical A, B, and C;

and LBO Services A, B and C:

LBO – A

2. LBO – A, which is designed for students falling in the lowest quartile of PSEE performance, will

be completed over a four-year period. For Technical studies, there are seven courses of study: Agricultural

Production; Architecture; Painting; Electrical Engineering; Gas, Water and Sanitation; Automotive Technology; and Mechanical Engineering. In the Services area there are six disciplines: Facility Services;

Hotel, Restaurant and Cafe Catering; Trade and Administration; Child Care; Fashion, Design and

Commerce; and Care and Welfare. The aim of LBO – A is to train students to become practical assistant professionals in the chosen field of study. They are expected to be able to undertake routine tasks under

supervision. The focus of the revised programming is to provide students with sufficient exposure that they

may move to the world of work or they may qualify to further develop themselves at LBO - B3 level or in

a part-time evening programme - Suriname Evening Technical School. Table 1 below is a pictorial representation of LBO – A:

APPENDIX 1.4

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TABLE 1: LBO TECHNICAL – A PROGRAMME

LBO –B

3. LBO - B is for students performing in Quartile Three of the PSEE. This programme is also completed over a four-year period. Unlike LBO – A however, there are more pathways for students to

pursue upon graduation from this programmes. In addition, even though the same courses of study are

undertaken, students in the B streams are considered to be more capable of dealing with the theoretical

APPENDIX 1.4

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aspects of the courses and therefore the programmes are a blend of theory and practice. The aim of LBO –

B is to train students to perform routine tasks with some level of independence, and like the students at LBO – A, upon completion of their programmes, they may choose to proceed to the workplace, but they

also have three options for continuing their education.

4. The first option is at LBO – C: Year 4, which is the transition year for proceeding to higher education. Successful completion of this year for students pursuing Technical Studies means moving on to

NATIN. NATIN is the ultimate in technical education, and students being educated here are awarded the

equivalent of an Associate Degree in Technical Studies. For students pursuing the Services Curriculum, if

they successfully complete the C 4 year, they may move on to the Institute for Secondary Economics and Administrative Education (IMEAO); the Training Centre for Nursing and Practitioners of Related

Professions (COVAB); where they are prepared for careers in Office Administration and Nursing/related

areas respectively, or they may proceed to the Pedagogical Institute (PI), where they are prepared for careers in teaching.

5. The other further education options available to LBO – B students is evening school where they

may pursue a full course of study (MBO- evening), or evening school where they may pursue a two-year continuing education programme on a part-time basis (KMBO).

LBO – C

6. LBO - C is considered the highest level of operation in TVET programming, for students whose

performance in PSEE fell within Quartile Two. This programme is also completed over a four-year period

and as with LBO – B, there are multiple pathways for pursuit upon graduation. The students pursuing this

programme are those considered most likely to proceed to TVET at the upper secondary level. The aim of

the programme is therefore to provide them with a strong combination of theoretical and practical training,

as a foundation for pursuing studies at higher levels in TVET. For students following the Technical

curriculum, in addition to the option of proceeding to the labour market, they may also proceed to regular

secondary technical school (MBO – day), or the two-year continuing education programme on a full-time

basis (KMBO - day). Students following the Services curriculum have similar options for full-time study

to the programmes/institutions previously identified for LBO – B Services students who successfully

complete the C4 year. Table 2 is a representation of the Programme for LBO – B and C Technical students,

while Table 3, represents the full programme for students following the Services options:

APPENDIX 1.4

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TABLE 2: LBO – TECHNICAL B AND C PROGRAMMES

APPENDIX 1.4

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TABLE 3: LBO SERVICES A, B AND C PROGRAMMES

APPENDIX 2.1

DETAILED DESCRIPTION OF THE PROJECT

1. The design of this project was informed by lessons learned in other CDB-funded basic education

interventions, including TVET, in the Region, as well as by the experiences of other Multi-lateral agencies.

Comprising five components, its principal focus is improved learning outcomes for students in TVET at the LSS. The project is an essential element of the comprehensive re-organisation commenced by GOS in

2011, to revise the system of TVET at LSS level, to make it more responsive to the needs manifested at

both community and national levels. The Project is also a component of the strategy of GOS to align TVET in Suriname with the Regional TVET Strategy developed by CARICOM and approved by COHSOD in

May 2013.

2. The project will assist GOS in reaching the goal of creating an enabling environment to facilitate skills development, leading to more effective preparation for the USS level of education, improvements in

both the internal and external efficiencies in the system, and the employability of graduates. The detailed

description of each component is as follows:

Enhanced Learning Environment

3. This component will focus on the provision of physical infrastructure, furniture and equipment.

Improvements will provide for the delivery of practical instruction to all students following the TVET

programme at LSS. The sub-components are:

(a) Land:

(i) 11,500 m2 of land at the following locations: Tammenga Ressort/Flora in the Paramaribo District; Koewarsan in the Wanica District; Paranam in the Para

District; Brokopondo in the Brokopondo District; Totness in the Caronie District;

and Apoera, Atjoni and Stoelmanseiland in the Sipaliwini District. This land, of which some of the specific lots have not yet been identified, will be used to build

eight PICs for the delivery of practical instruction.

(b) Building and Civil Works:

(i) Construction of eight new PICs to serve 14 existing TVET schools in the locations

identified at (a) (i) above. The PICs will cater to approximately 3,500 students on

a weekly basis. Special attention will be paid to accessibility and gender specific design requirements. The centres in Atjoni and Stoelmanseiland which do not have

24 hour access to electricity will incorporate renewable energy options as well as

standby generators. The following spaces will be provided for:

(aa) 101 workshops/classrooms to accommodate Mechanical and Electrical Engineering, Agricultural Production, Architecture, Painting Technique;

Gas, Water and Sanitation; Automotive Technology which form the

Technical Studies programme, and Facility Services, Hotel, Restaurant and Care Catering; Trade and Administration; Child Care; Fashion,

Design and Commerce; and Care and Welfare the options in the

Vocational/Services programme. The content of these courses will be customised to address the industry focus in each District; and

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(bb) administrative spaces and sanitary facilities.

These spaces will provide accommodation for 66 teachers delivering the

programmes, the 32 ancilliary staff who will manage the facilities and the

3,500 students who will use the facilities. Appendix 4.1 provides further

details on each PIC.

(ii) Construction of residential accommodation for seven teachers at Apoera. Schools

in interior Districts suffer from a serious shortage of adequately qualified and trained teachers as a result of the distance from the city and the remoteness of most

interior locations. MINOV has been systematically providing fully furnished

accommodation as an incentive to attract trained and experienced teachers to work in these locations. Residences will be provided to accommodate seven teachers

who are expected to be recruited to deliver practical training in Apoera town in the

Sipaliwini District, which is one of the most remote locations in the project.

(c) Furniture and Equipment

(i) Appropriate furniture for students, teachers and centre caretaker and staff, will be

provided for each of the PICs. Specialist equipment, including computers; tools; and learning materials; to support the delivery of CBET in the courses identified

at Paragraph (b) (i) (aa) above, will be provided to the eight centres, as appropriate.

Computers, audio/visual equipment and print materials including pamphlets, manuals, and study guides will also be provided to BNO and the rural and interior

centres, to support distance education training for teachers in those locations.

(ii) Furniture and appliances will be provided for each of the seven residences constructed to accommodate teachers in Apoera.

(d) Consultancy Services

A Consultant to design and supervise the provision of the sub-components at (b) will be

engaged. Services to be provided include:

(i) Preliminary Designs comprising site investigations, stakeholder consultations, and

impact assessments to support the selection of sites and the preparation of

preliminary designs, schedules and cost estimates;

(ii) Detailed Designs of the sites to include the structures, service infrastructure,

furniture, fittings and equipment and to inform the preparation of bidding

documents to include instructions to bidders, bid forms, conditions of contract, specifications, drawings and bills of quantities;

(iii) Tender Evaluation to inform the award process for the works and goods; and

(iv) Construction Supervision of the building and civil works to monitor costs, quality and schedules through to contract completion and to periodically report on the

status of those items. Draft TOR are attached at Appendix 2.2.

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Enhanced Capacity for Instructional Effectiveness

4. This component will focus on improving student outcomes through the enhancement of teacher

capacity to deliver quality instruction, and the strengthening of curriculum offerings and structures. Gender

equality and gender responsiveness will be incorporated into the activities for the purpose of targeting and

monitoring. The sub-components are:

(a) Revision and Development of Curricula to facilitate CBET:

Consultancy services to revise existing curricula and to develop new curricula, where

required, to facilitate the new focus on CBET. This will include a comprehensive evaluation of existing curricula to determine the modifications required to have them meet

the standards for CBET set out in the Regional TVET Strategy. These modifications will

include content – theoretical and practical; contact hours; alignment with pre-requisite courses; and resource needs. The consultancy will also focus on the development of new

curricula to support the implementation of new courses of study being introduced.

Provision will be made for conducting of workshops to orient teachers to the delivery of

CBET curricula. Workshops will consider use of both face-to-face and blended modalities. Draft TOR are attached at Appendix 2.3.

(b) Enhancing of the Services Programme:

Consultancy services for enhancing the Services programme to expand options for

increasing female participation. In 2012, fewer than 5% of all students enrolled nationally

in TVET were female. This enrolment was almost all in the Services programme since Technical studies are viewed as a male preserve. Discussions with girls during the

appraisal process suggest however that the current courses in the Services programme are

‘dead end’, and there would be higher levels of enrolment if there were more ‘exciting’

courses of study. This consultancy is designed to evaluate the current offerings in the Services programme in conjunction with a simultaneous evaluation of demand in the

economy to determine their alignment and to provide recommendations for enhancement

of the options available. Draft TOR are attached at Appendix 2.4.

(c) Development of Second Language Acquisition Strategies:

Consultancy services for the development of second language acquisition strategies to facilitate teaching and learning in the official language of instruction. Given concerns

relative to the impact of deficiencies in the official language on teaching and learning,

especially in rural and interior areas, this sub-component will focus on the development of

strategies for promoting standard language acquisition. A survey of the language use of both students and teachers will be undertaken to determine the impact, if any, on student

achievement. Language acquisition strategies currently in use will be assessed and a set of

strategies developed for promoting proficiency in the official language. A programme will also be developed to strengthen the capacity of teacher trainers to deliver on-going training

of teachers. Appropriate resources to enhance delivery will also be designed and developed

in conjunction with teachers and trainers. Using the programme and resources developed, teacher trainers will be trained to strengthen capacity to incorporate the strategies and

resources into the existing teacher training programmes. Draft TOR are attached at

Appendix 2.5.

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(d) Development and Delivery of Training Programme for Teachers in remote locations:

Consultancy services to develop and deliver a programme of training to enhance the capacity of teachers in remote locations to deliver quality instruction and to effectively

assess the competencies developed by the students. Issues of the distance and remoteness

from the city as well as the lack of 24 hour access to basic services impact upon the quality

of teachers who are recruited to serve in remote areas, and often, schools in these areas have to settle for under-certified and untrained teachers because they are the only persons

available. Enhancing the effectiveness of these teachers, through in-service training and

continuous professional development, the outlining and monitoring of standards for their development, and adequately orienting them to utilising the relevant resources and

equipment in their instructional programmes, is therefore a major focus. This consultancy

is therefore designed to develop and deliver a programme of training to enhance the capacity of these teachers to deliver CBET, and to integrate ICTs in their instructional

programmes. Draft TOR are attached at Appendix 2.6.

(e) Study tours for 20 persons at the level of principals, deputy principals and teachers of TVET schools at LSS level for the purpose of observing effective institutions in other jurisdictions.

Participants will observe the structure of the systems, how institutions organise for teaching

and learning, how student participation and the use of resources are maximised, how

principals balance management and instructional leadership activities, teacher engagement and development, and best practices that contribute to student achievement, among other

activities. Upon completion of the tours, participants will develop improvement plans for

implementation of good practices observed, and will be twinned with at least two other officers at their level, to coach them in developing the practices. BNO will be responsible

for creating a list of criteria that must be met in the improvement and coaching plans. BNO

will also oversee the setting up of formal twinning partnerships with institutions visited. Where available, technology will be used to share progress made with partners.

Study tours for ten BNO supervisors for the purpose of observing systems designed to assist

in improving regulation, inspection and supervision of the sub-sector, as well as implementing measures for enhancing student achievement. Upon completion of the tours,

supervisors will be responsible for leading professional development in the areas observed.

Visits will be to regional institutions which have already aligned, or are in the process of aligning with the Regional TVET Strategy. Supervisors will be expected to develop action

plans in their area of supervision for implementation of sub-sector improvement plans.

BNO will oversee the development of the criteria to guide creation of the plans. BNO will

also set up formal twinning partnerships with systems/agencies visited and will, where possible, use technology to share progress with partners.

APPENDIX 2.1

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(f) Continuous Professional Development to enhance the capacity of 450 teachers in:

(i) CBET;

(ii) Integration of Technology into the instructional process;

(iii) Assessing TVET outcomes;

(iv) Life skills, literacy and numeracy;

(v) Differentiated instruction; and

(vi) Entrepreneurship.

Ninety teachers will be trained each year over a period of five years.

(g) In-depth training for 40 teachers and 20 industry experts to serve as internal verifiers and

external assessors for the award of NVQ and CVQ in the curriculum areas being offered in

the LSS programme. At least one internal verifier and one external assessor will be trained

in each of the courses being offered. Twelve persons will be trained each year over a period

of five years.

Enhanced Capacity for TVET Delivery

5. This component will focus on strengthening of the system with specific reference to building

capacity and supporting mechanisms for planning and management, as well as assessing and monitoring

progress and outcomes. The specific sub-components are:

(a) Development of a National Qualifications Framework:

Consultancy services for the development of an NQF. GOS is currently receiving technical

assistance for the implementation of a NVQF which it expects will bring a greater level of

awareness to the population about the value of TVET programming and certification.

However, there is still a gap with reference to articulation across General Education and

TVET programming, which not only focuses equivalences across programming, but also

identifies pathways by which students may move both vertically and horizontally within

and across programming. Consultancy services are therefore being engaged to develop

proposals for an NQF with a specific goal of ensuring a seamless fit between the NVQF

and the overall NQF. Activities will include developing and costing of a monitoring and

action plan to provide a framework for allowing relevant technical staff of MINOV to

implement the Framework, and preparation of a communications strategy to build national

awareness of the NQF. Draft TOR are attached at Appendix 2.7.

(b) Development of a Public Education and Awareness Strategy:

Consultancy services to assist MINOV in the development of a comprehensive public

education and awareness strategy for the promotion and marketing of TVET in

Suriname. The implementation of the strategy will address issues associated with the

status and uptake of TVET, with particular emphasis on the participation of girls, in order

to ensure an appropriately skilled work force to support the development of the country.

TVET has long been perceived in Suriname as being inferior to academic programming.

While in recent times such perceptions are changing, the traditional notions about the

APPENDIX 2.1

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‘inferior’ status of TVET are sufficiently pervasive to require a deliberate strategy to

correct this flawed thinking. This consultancy is designed to make a deliberate attempt to

convey both verbal and visual messages to the public about the value of TVET. To counter

the perception that Technical studies are not for girls and to heighten the interest of females

in TVET in general, girls will be specifically targeted. Draft TOR are attached at

Appendix 2.8.

(c) Strengthening the M&E capacity of MINOV:

Consultancy services for strengthening the M&E capacity of MINOV. There is a

deficiency in the systematic and inconsistent collection of data across the sector. In TVET,

data is only currently collected and monitored for the seven schools which have PICs

attached. Under the reorganisation, monitoring of all 56 feeder schools as well as the PICs

will be necessary. Other departments of MINOV also lack the capacity to collect and

analyse data, and produce regular statistics on the progress and functioning of the system.

This consultancy is to assist MINOV in setting up a specific Educational Management

Information System (EMIS) to collect, analyse, interrogate and disseminate data across the

entire sector. Specific emphasis will be paid to the development and tracking of indicators

for measuring system-wide progress, as well as progress related to implementation of the

project. Draft TOR are attached at Appendix 2.9.

(d) Development of a Maintenance Policy and Plan:

Consultancy services for the development of a maintenance policy and plan for PICs. This

is to create a strengthened culture of systematic maintenance in the sub-sector. The consultancy will conduct an in-depth review of the existing systems for TVET facility

maintenance and an analysis of existing maintenance management practices in order to

determine their effectiveness. It will develop a Facilities Maintenance Manual for the PICs

and an Implementation Plan for providing and sustaining proper maintenance. Officers of MINOV and BNO will be oriented to the actions required to effectively implement the

plan. Draft TOR are attached at Appendix 2.10.

(e) Institutional and Functional Assessment for Operation of Practical Instruction Centres

Consultancy services to provide a structure for the effective operation of PICs. The

primary purpose of the PICs is to act as hubs for the delivery of skills training to students

whose primary classrooms are elsewhere, but who will be attending PICs at particular times

to access their skills training. Effective block scheduling is required to avoid overlapping

and confusion in the delivery of classes. In addition, the PICs represent a significant capital

investment by GOS, but will only be formally in use for the five hours of the regular school

day. In order to maximise the return on investment, it is proposed that PICs be used as

satellite centres during after-school hours for the delivery of instruction to enhance the

skills and education of out-of-school youth and unskilled members of the community. It

is also proposed that, in addition to these classes, the PIC at Apoera be also used to pilot

the introduction of USS through an evening programme in the interior. The consultancy

will develop a framework for the delivery and coordination of these activities. Draft TOR

are attached at Appendix 2.11.

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Enhanced Community Competence

6. This component focuses on strengthening remote communities through provision for continuing

education:

(a) Consultancy services to develop a programme of training to provide appropriate literacy,

numeracy, technical and vocational skills to out-of-school youth and community members

in remote communities at the levels required by them in order to enhance their occupational

and social functions in their communities; and develop and deliver a Training of Trainers

programme to equip Training Facilitators with the skills needed to train adults in practical

skills appropriate to the needs in their communities. Draft TOR are attached at

Appendix 2.12.

Project Management

7. This component focuses on implementation and oversight of project activities over the life of the

project. It comprises:

(a) Project Management Support:

(i) Consultancy services to assist the PM in the establishment of appropriate structures and systems for developing familiarity with CDB processes and procedures and

the effective coordination and management of the CDB interventions. Draft TOR

are attached at Appendix 2.13.

(ii) Assignment of a PE to coordinate and monitor all aspects of the implementation

of the infrastructure works. The duties of the PE are attached at Appendix 6.2.

(iii) Assignment of an ES to coordinate and monitor implementation of all aspects of

the institutional strengthening and capacity building components. The duties of

the ES are attached at Appendix 6.2.

(iv) Extension of PM and PMU staff following completion of IsDB Project to continue

the implementation of CDB project activities.

(v) Provision of three vehicles to assist MINOV in project supervision. The eight sites for construction cover broadly dispersed areas which are mostly in very remote

locations which take significant lengths of time to reach. Sharing current MINOV

transportation will impact the quality and regularity of supervision. Dedicated

project transportation is therefore being provided.

APPENDIX 2.2

DRAFT TERMS OF REFERENCE

CONSULTANCY SERVICES FOR DESIGN AND CONSTRUCTION SUPERVISION

1. BACKGROUND

1.01 The Government of Suriname (GOS) embarked on a programme in 2011 to reorganise the system

of Technical and Vocational Education and Training (TVET) at the Lower Secondary School (LSS) level to: simplify the placement process; provide a greater number of further education options for graduates of

LSS; and ensure that all students following TVET programmes receive the required skills development

which is a mandatory requirement of TVET programming. The programme is also a component of the strategy of GOS to align TVET in Suriname with the Regional TVET Strategy developed by the Caribbean

Community and approved by the Council of Human and Social Development (COHSOD) in May 2013.

Phase I of the programme was funded by GOS and Phase 2 is to be funded by the Islamic Development

Bank (IsDB) and the Caribbean Development Bank (CDB).

1.02 The project has several components. The Enhanced Capacity component involves building and

civil works and the provision of furniture, fittings and equipment along with the required consultancy services to produce these elements.

2. OBJECTIVE

2.01 The objective of this consultancy is to assist GOS in evaluating and selecting potential sites for

eight new TVET Practical Implementation Centres (PICs) and preparing final designs and bidding

documents for each centre. The table below indicates the locations where the facilities are to be located and the approximate size of classroom and administrative space required for each facility. The consultancy

will also assist GOS in the project management of the building and site infrastructure works, inclusive of

contractor supervision and contract administration throughout the project implementation process, from bid evaluation to post-construction reporting.

TABLE 1: INFRASTRUCTURE TO BE CONSTRUCTED

Facility Location

Space Requirement

(m2)

Brokopondo District – Brokopondo 1,500

Coronie District - Totness 1,300

Para/Paranam – Meursweg 1,900

Paramaribo District - Tammenga/Flora Resort 2,300

Sipaliwini District – Apoera 1,000

Sipaliwini District – Atjoni 1,000

Sipaliwini District – Stoelmanseiland 1,300

Wanica District - Koewarasan 1,200

Total Estimated Space Requirement 11,500

3. SCOPE OF WORKS

3.01 The scope of work shall include, but not be limited to, the following activities:

APPENDIX 2.2

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Preliminary Design Services: 3.02 The Consultant shall be solely responsible for the analysis and interpretation of all data received

and collected, the timely completion of designs, and the accuracy and completeness of the findings and

recommendations. All design options will be evaluated on a least cost basis. All important data and

calculations shall be presented in sufficient detail to permit verification and later updating. The tasks will include, but not be limited to:

(a) conduct site inspections of proposed sites for each TVET centre to ascertain conditions and provide guidance to PCU with regard to site selection. Minimum criteria for site selection

are presented at Appendix 4.1. Conduct sufficient field surveys and investigations to

suitably inform the design process, in particular:

(i) soil and geotechnical surveys;

(ii) topographical surveys; and

(iii) location of above, underground and underwater utilities.

(b) participate in meetings and consultations with PCU, District Administrators, community

leaders, school principals, teachers, students, and other key stakeholders to inform the

consultants’ understanding of requirements for the facilities;

(c) undertake consultations with MINOV to finalise the space requirements at each centre to

align the anticipated student intake with the anticipated programmes that will be delivered

at each centre;

(d) identify the primary and secondary stakeholders and assess how they could be affected by

the proposed works. This should include an assessment of their specific needs and their attitudes to the proposed works and an indication of the measures that could be

incorporated in the project design to address the concerns and the social impacts identified;

(e) using sex disaggregated data, analyse and present the demographic and socio-cultural characteristics of the population in the project area;

(f) identify the impact of the proposed development on different groups of stakeholders, including, but not limited to, likely community disruptions pre and post-project

implementation;

(g) assess the impact of the development on local residents and businesses; the characteristics

of groups most impacted, recommend mitigation measures and monitoring indicators, and

identify socio-economic benefits of the project to stakeholders;

(h) prepare an Environmental Management Framework (EMF) to identify the range of required

environmental management measures that are needed during the planning, design,

construction and operation phases of the TVET centres. Guidelines for the preparation of the EMF are attached at Appendix 4.2.

(i) determine planning requirements for the proposed facilities consistent with BNO’s objectives and guided by appropriate international and local best practices for similar

education facilities, that include, but need not be limited to finish quality standards; low

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maintenance considerations; building code requirements; relevant space requirements for

academic, administrative and support services; operating standards for health, safety, thermal comfort, lighting, gender considerations, facilitation of persons with physical

disabilities and other necessary functional considerations; opportunities for energy

efficiency and renewable energy integration; standby generators for the remote locations;

water supply and sewage disposal facilities; site access, parking, landscaping, and other amenities;

(j) make recommendations for the incorporation of locally available materials into the works, in particular for the remoter locations where there are potential transportation cost savings

to be realised;

(k) identify the climate vulnerability of the sites. Factors to be considered should include

expected increases in the frequency and/or intensity of extreme precipitation leading to

more frequent flooding events. Based on this analysis, the consultants should identify adaptation/resilience building options; and

(l) prepare preliminary designs, recommended contract packaging, implementation schedule

and estimate of resources needed, including base costs, physical and price contingencies for the development of the designs proposed.

Detailed Design Services:

3.03 Contingent upon GOS and the Caribbean Development Bank’s (CDB) prior review and approval

of the proposed preliminary designs:

(a) prepare detailed designs and specifications as necessary for all building and site works.

The detailed specifications will be produced in accordance with accepted international

standards;

(b) prepare bills of quantities (using an approved standard method of measurement) and

detailed cost estimates for the proposed works, based on the designs and specifications above. Current costs for similar works in Suriname shall be used as a basis for all unit

rates and detailed costings;

(c) prepare bidding documents using an approved form of contract to allow GOS to solicit bids from prequalified contractors. Include appropriate provisions of the ESMPs in the

technical specifications of the bid documents and itemised for contractor pricing in the

Bills of Quantities. The documents should provide for the delivery of cultural appreciation training, and periodic HIV/AIDS and gender based violence awareness and related

programmes, to the workers during construction.

(d) prepare environmental and social management plans (ESMP) for each of the selected sites

which will, inter alia include:

(i) site environmental and social baseline conditions including existing and planned land use infrastructure/resources in the vicinity of the sites;

(ii) significant environmental and social impacts, during construction and operation

phases, and propose mitigation measures; (iii) environmental monitoring requirements and responsibilities.

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Construction Supervision Services:

3.04 The Consultants will be required to provide construction supervision services, these services will

include:

(a) assisting PCU during the Tender Period. This includes conducting joint site visits with tenderers, responding (through the PCU) to queries raised by tenderers during the Bid

Period, evaluating tender submissions and presenting a comprehensive Tender Evaluation

Report with recommendations to PCU;

(b) carrying out the supervision services related to the construction of each new TVET

centre;

(c) assigning an experienced Resident Engineer, acceptable to the PCU and CDB, together

with the necessary site staff as shall be approved in writing by the GOS. The Resident

Engineer will be responsible for reporting directly to, and coordinating with, the PCU;

(d) preparing guidelines for execution of construction supervision;

(e) representing the interest of GOS vis-à-vis the Contractors in any matter related to the

construction contract and the proper execution thereof;

(f) furnishing for the use of the Contractors, all necessary ground and topographic controls

for the establishment of site grades;

(g) reviewing and recommending for approval, the Contractors’ work schedule or revisions. The Consultant shall also prepare an initial disbursement schedule based on the approved

work schedules;

(h) assessing the adequacy of all inputs such as materials and labour provided by the

Contractors and their methods of work in relation to the required rate of progress and,

when required, take appropriate action in order to expedite progress. The Consultant shall

also keep and regularly update a list of the Contractors’ equipment (and its condition) to ensure compliance with the list of equipment which the Contractor pledged in his bid;

(i) examining and making recommendations on all claims from the Contractor for time extensions, extra compensations, work or expenses, or other similar matters;

(j) negotiating new rates with the Contractor for additional work and making requisite recommendations for approval, should the rates set out in the contract not be applicable;

(k) certifying work done for payment and determining the amount to be added to, or deducted

from, payments to the Contractor for any additional work or work omitted;

(l) computing quantities of approved and accepted work and materials, and checking and

certifying the Contractors’ monthly and final payment certificates;

(m) reporting periodically on the progress of the works, the Contractors’ performance, quality

of the works and the Project's financial status and forecasts;

APPENDIX 2.2

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(n) proposing and presenting for approval any changes in the plans deemed necessary for the

completion of works including information or any effect the changes may have on the contract amount at the time of completion of the Project, and prepare all necessary Variation

Orders including altering plans and specifications and other details. Inform GOS of

problems or potential problems which might arise in connection with any construction

contract and make recommendations for possible solutions;

(o) furnishing timely assistance and direction to contractors in all matters related to

interpretation of the contract documents, ground survey controls, quality control testing, and other matters relating to contract and progress of the Project;

(p) organising the supervision of the works with proper allocation of responsibilities to the individual inspectors and supervise their work in order to ensure that it is effectively

executed;

(q) compiling systematic records of the inspector's findings and what actions have been implemented as a result thereof;

(r) preparing and maintaining inspection and engineering reports and records to adequately document the progress and performance of the works;

(s) reviewing all Contractors’ working drawings, shop drawings, erection drawings, and drawings for temporary works, and act as appropriate thereon;

(t) ensuring the receipt of, and maintaining as permanent records, all warranties required under

the terms of the contract documents for materials and equipment accepted and incorporated in the Project. All local materials incorporated in the Project, and their source, are also to

be recommended for approval. Ensure that as-built drawings shall be prepared for all works

as the work progresses;

(u) the Consultants shall take the necessary steps to oversee that all test samplings are carried

out in the field and perform such tests as can be made in the field laboratory arranged by the

Contractors, to maintain quality control based on the specified standards;

(v) inspecting the safety and environmental protection aspects of construction works and

methods to ensure that every reasonable measure has been taken to protect life, environment and property, and ensure that traffic circulation and proper detours are provided by the

Contractors at all times;

(w) reporting on the contractors’ compliance performance with the mitigation measures

stipulated in the contract documents;

(x) participating in an inspection of the works, made jointly by representatives of GOS and the

Contractor, upon 97% completion of the works and following a written request of the

Contractor. Should the works prove to be substantially complete, the Consultant will assist

in preparing the Certificate of Practical Completion to be signed by the members of the inspection team. Should the works not be acceptable, the Contractor shall be informed in

writing of the items that need to be rectified;

(y) performing any and all other items of works not specifically mentioned above, but which

are necessary and essential to successfully supervise and control the construction activities

APPENDIX 2.2

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in accordance with the plans, specifications and terms of contract. The consultant's

responsibility for the site supervision of the works shall continue until the Contractors have completed all outstanding works to the satisfaction of GOS; and

(z) carrying out the necessary inspection, specifying and supervising any remedial works to be

carried out as well as participating in the final inspection and preparing the Completion Certificate with its effective date, to be signed by all members of the inspecting team.

4. INPUTS

4.01 The services of the Consultant will be required over a 54-month period to undertake the various

activities outlined at Section 3 of the Terms of Reference (TOR). This will include intermittent services during the defect liability periods for each contract. The Consultant will provide the personnel, equipment

and software required to carry out the assignment and be responsible for obtaining all additional information

for the execution of the services necessary for the Project.

5. REPORTING REQUIREMENTS

5.01 The Consultant shall provide the following documents and reports to PCU as three hard copies and electronically in pdf format or as otherwise requested:

(a) Inception Report: The Inception Report will be presented 30 days after the signing of the contract, and it will include: initial findings including any comments on these TORs;

consultant’s detailed work schedule and methodology; a programme for the use of

resources; and design criteria to be employed;

(b) Draft Interim Report: The Draft Interim Report will be presented no later than 90 days

after the signing of the contract, and it will, present the results of the surveys conducted,

present preliminary designs and analyse the design options under consideration, and estimate construction costs;

(c) Interim Report: Within two weeks of receipt of comments from GOS and CDB on the

Draft Interim Report, the Consultant shall present the Interim Report;

(d) Draft Final Design Report: The Draft Final Report will be submitted 90 days after receipt

of comments from CDB and GOS on the recommendations arising out of the Interim Report. The Report should present: detailed design and cost estimate; and bidding documents;

(e) Final Design Report: Within two weeks of receipt of comments from GOS and CDB on the Draft Final Report, the Consultant shall present the Final Report;

(f) Tender Evaluation Report: Within two weeks of receipt of the tenders from the GOS, the

Consultant shall present a Tender Report, to include but not be limited to, the tenderers; their compliance with the instructions to tenderers; their tender sums and any corrections to

the tender sums; an assessment of the timeframes, overall sums and individual rates; and a

recommendation for award;

(g) Construction Progress Reports: By the tenth day of each month submit a Monthly

Progress Report in the approved form, briefly and concisely describing all construction activities and progress for the previous month, and report on environmental monitoring

during construction and contractors compliance with the EMP. Problems encountered,

APPENDIX 2.2

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and/or problems anticipated, shall be clearly stated, together with steps taken or

recommendations for their correction/mitigation. These reports shall also list the Contractors’ equipment and work force. It will also indicate the work to be performed

during the coming month, expenditure record, and current estimates of final cost and

completion date;

(h) As-Built Drawings: Within one month of the issue of the Certificate of Practical

Completion, provide GOS with full size sets of (Al size) 'as-built' reproducible plans on

stable-base material showing final details of the Project as completed, together with all data, records, field books, warranties, properly indexed and catalogued; and

(i) Project Completion Report: Within two months of the issue of the Completion Certificate, prepare a Final Report on construction of the Project, summarising the construction

activities, contract changes, claims or disputes or any other substantive matters having an

effect on the amount, cost and progress of the work.

5.02 All reports shall be prepared in English and Dutch. GOS and CDB will provide comments on the

reports within two weeks of receipt and the Consultant will adjust the ongoing work according to the

comments received.

6. IMPLEMENTATION ARRANGEMENTS

6.01 GOS will appoint a Project Coordinator (PC). The PC will facilitate the work of the Consultant

and make available all relevant studies, reports and data, relevant to completion of the exercise and will act

as liaison between the Consultant and GOS officials and stakeholders.

7. QUALIFICATIONS AND EXPERIENCE

7.01 The consulting team should consist of persons having the appropriate professional and academic qualifications and a minimum of ten years relevant experience in the areas of architecture; civil, structural,

mechanical, electrical and geotechnical engineering; quantity surveying; environmental and social

assessment; and construction supervision and project management with significant experience in

developing facilities for educational institutions. Post Graduate qualifications in the required fields as well as specific experience in the Caribbean will be an asset. Language skills in English and Dutch are essential,

skills in other local languages will be an asset.

8. COMMENTS BY THE CONSULTANT

8.01 The consultant is requested to make comments on, and suggestions for, improvements to these TORs. The financial implications, if any, of these recommendations should be indicated separately in the

Financial Proposal.

APPENDIX 2.2

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BUDGET

(USD)



APPENDIX 2.3


CURRICULUM REVISION AND DEVELOPMENT TO SUPPORT THE

IMPLEMENTATION OF COMPETENCY-BASED EDUCATION AND TRAINING

1. BACKGROUND

1.01 A critical challenge facing countries in the Region, Suriname included, is the development of a

competent workforce for sustained economic growth and development. Human resource development, through well planned education and training initiatives, can contribute significantly to such development.

This suggests the need for a well-planned and effective structure of Technical and Vocational Education

and Training (TVET). Even though, this has been recognised in Suriname and many of the other countries

of the Region, there is still a strong emphasis on teacher-centred approaches as opposed to learner-centred Competency-Based Education and Training (CBET) methodologies which are designed to more effectively

meet the needs of the trainees.

1.02 CBET is built on the philosophy that all learners can learn equally well if they receive the kind of instruction which they need. Learning outcomes are derived from standards defined by industry and used

to guide the development of curriculum materials which are in sync with the needs of the workplace.

Students being instructed using CBET therefore benefit from instruction and assessment which systematically help them to identify the proficiencies they are developing and which therefore speak to

what they can do as a significant output of their learning experience.

1.03 The Government of Suriname (GOS) is therefore seeking consultancy services to develop curricula appropriate for delivery of CBET and to orient relevant persons to the implementation and use of such

curricula.

2. OBJECTIVE

2.01 The objective of this consultancy is to modify existing curricula and develop new curricula for the

delivery of CBET in the TVET programme of Lower Secondary Schools (LSS) in Suriname, and orient

officers to, and provide support for use of the curricula.

3. METHODOLOGY

3.01 The Consultants will perform all investigative work and analyses to realise the objective stated

above. They will use participatory and consultative methodologies in working closely with the Ministry of Education and Community Development (MINOV) and other critical stakeholders in the sector. These will

include, but are not limited to, employers, prospective employers, principals, teachers, and students at all

levels of the system; parents; and community leaders.

1.02 The Consultants will work closely with the Curriculum Officer at the Bureau of TVET (BNO), who

shall be assigned to act as counterpart and coordinate the work of the Consultants. In consultation with

MINOV and BNO, the Consultants will organise a consultation with critical stakeholders once the draft curricula have been completed to share and discuss them and to obtain feedback for their finalisation.

APPENDIX 2.3

Page 2 of 4

4. SCOPE OF SERVICE

4.01 The consultancy will involve desk and fieldwork and consultations across the sector, as well as

across other related sectors. Working in collaboration with BNO, the Consultant(s) will agree on the

pedagogical underpinnings to be represented in the curricula, the content required to customise each

curriculum to the needs of the District in which it will be delivered, and adjust and modify or develop new curricula accordingly. The consultant(s) should ensure that all curricula meet the curriculum standards

established as part of the Regional TVET Strategy for awarding the Caribbean Vocational Qualification.

Specifically, the consultant(s) will be expected to undertake the following activities:

(a) review the 13 Technical and Services offerings at the LSS level and the curricula in use to

deliver those offerings;

(b) determine the inputs required to convert those curricula to a CBET framework;

(c) modify the existing curricula into a CBET framework, customising each one, where

possible, to reflect the predominant industry in the relevant Districts;

(d) using the recommendations from the consultancy for the expansion of the Services options

and other recommendations for expansion of curriculum offerings, develop CBET

curricula for the new areas of study approved by BNO;

(e) develop multimedia materials/resources and instructional manuals to support the delivery

of each curriculum;

(f) in conjunction with BNO, organise and facilitate a stakeholder consultation to share

recommendations and to gather feedback for finalisation of the curricula.

(g) plan, organise and facilitate two training programmes to :

(i) orient BNO supervisors and teacher trainers to the CBET curricula; and

(ii) orient LSS TVET principals to the CBET curricula and their role in effective

implementation;

(h) organise all materials in a Trainers’ Manual for on-going training and orientation to be

overseen by BNO in conjunction with the Teachers’ College.

5. TIMING AND QUALIFICATIONS

5.01 It is anticipated that the consultancy will require a maximum of 180 person days over a period of

18 months. The consultants should have post-graduate qualifications in TVET and curriculum development, with strong experience in the development of competency-based modules.

5.02 The consultant(s) should also have demonstrated capacity for strategic thinking as well as excellent communication and analytical skills. Knowledge of the education sector in Suriname as well as familiarity

with the CARICOM Regional TVET Strategy would be definite assets.

APPENDIX 2.3

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REPORTING

6.01 The Technical Proposal of the selected firm/consultant shall have already outlined a work plan and

approach to the assignment, the scope and methodology, the tasks and responsibilities and a time schedule

for the completion of the assignment. The following reports, one bound copy along with an electronic copy

either by email, on CD ROM or flash drive, shall be submitted to the Caribbean Development Bank (CDB) and GOS at the times indicated below:

(a) an Inception Report within 14 days of commencement of the assignment. CDB and GOS will provide comments on receipt of the report;

(b) draft CBET curricula for existing areas five months after commencement of the assignment. CBD and GOS will provide comments on receipt of the draft curricula for

incorporation into the final curricula;

(c) draft copies of new curricula and instructional support materials/resources and instructional manuals, ten months after commencement of the assignment. CBD and GOS will provide

comments on receipt of the draft curricula for incorporation into the final curricula ;

(d) report on training conducted for BNO, teacher trainers and principals, as well as draft

Trainers’ Manual two weeks after completion of training. CDB and GOS will provide

comments on receipt of the report for incorporation into the final manual.

(e) finalised curricula, instructional materials and all manuals one month after completion of

stakeholder consultation.

6.02 All reports, manuals/guides and other outputs should be provided in both Dutch and English.

APPENDIX 2.3

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DRAFT BUDGET

(USD)



APPENDIX 2.4


ENHANCING OF THE SERVICES CURRICULUM TO EXPAND OPTIONS FOR

HIGHER LEVELS OF FEMALE PARTICIPATION IN TVET

1. BACKGROUND

1.01 A critical issue with Technical Vocational Education and Training (TVET) in Suriname is the perception that it is inferior to academic education, and that children who are not academically inclined are

those who must follow TVET. Since this determination is made at the point of transfer from primary to

Lower Secondary School (LSS) level, from a very early age, students are designated as TVET students and this designation has a stigma attached.

1.02 The critical stigma however, is the further delineation of capacity for TVET. Vocational or

Services areas like home economics, facility services, dressmaking, and child care, are viewed as inferior to Technical areas such as building construction, mechanical and electrical engineering, and

automotive/auto mechanics, and these are the areas into which girls are very often shunted. Enrolment in

the Simple Domestic Science Schools which only offer these areas, shows that between 2010 and 2012, enrolment has been almost exclusively girls. Since these areas are perceived as ‘dead end’, many girls

prefer to drop out than to follow them. See Table 1 below:

TABLE 1: ENROLMENT IN SIMPLE DOMESTIC SCIENCE SCHOOLS

Year

Enrolment

Male Female Total

2010 4 239 243

2011 1 286 178

2012 3 233 236

1.03 Coupled with the above is the perception that Technical Education is not for girls. Consequently, enrolment in Simple Technical Schools over the same period shows a significant disparity in male versus

female enrolment:

TABLE 2: ENROLMENT IN SIMPLE TECHNICAL SCHOOLS

Year

Enrolment

Male Female Total

2010 2,810 260 3,070

2011 2,883 302 3,185

2012 2,733 314 3,047

The above trend continues in TVET nationally, with the result that girls are seriously under-represented in the country’s TVET provision. In 2012, fewer than 5% of all students enrolled nationally in TVET were

female.

1.04 While it is clear that an awareness programme must be undertaken to demonstrate to girls and their

parents that Technical education is a viable and potentially life changing option for girls, it is also evident

that the focus of the Services programme must be evaluated to determine whether there are other viable options, in demand in the economy, which can be offered to excite girls into pursuing skills which have the

APPENDIX 2.4

Page 2 of 4

potential for sustainable employment and entrepreneurship. The Government of Suriname (GOS) is

therefore seeking consultancy services to undertake an evaluation of the current Services programme to determine its alignment with the needs of the economy and to provide recommendations for enhancement

of the options available.

2. OBJECTIVE

2.01 The objective of this activity is to evaluate the current Services offerings in the context of a demand-

driven economy, with a view to expanding the curriculum to include new, marketable options of greater interest to students, particularly girls.

3. METHODOLOGY


above. They will use participatory and consultative methodologies in working closely with the Ministry of

Education and Community Development (MINOV) and other critical stakeholders in the sector. These will include, but are not limited to, employers; prospective employers; principals, teachers, and students at all

levels of the system; parents; and community leaders.

3.02 The Consultants will work closely with the Curriculum Officer at BNO who shall be assigned to

act as counterpart and coordinate the work of the Consultants.

4. SCOPE OF SERVICE


across other related sectors. Working in collaboration with the Bureau of TVET (BNO) the National Training Authority, and the private sector, the Consultant(s) will review labour market information,

curriculum offerings and any other relevant documentation to determine the adequacy of the current

offerings and the scope for new offerings. Specifically, the consultant(s) will be expected to undertake the following activities:

(a) critically evaluate the current offerings in the Services programme, identifying their

strengths and weaknesses, and through an examination of the labour market information, the demand for them in the economy;

(b) consult with the Suriname business community to determine areas of Service currently in demand in the economy which may not be represented in the current curriculum offerings;

(c) by matching the information gathered from (a) and (b) above, identify any gaps between what is needed and what is offered as part of the curriculum;

(d) based on the gaps identified, make recommendations to BNO for new areas that should be

included in the curriculum;

(e) identify specific content which should form the basis of the modules to be developed for

the areas suggested at (d) above, and recommend resources and materials to support

delivery of the content;

APPENDIX 2.4

Page 3 of 4

(f) where areas currently offered in the Services programme are areas of demand in the

economy, recommend steps to be taken to enhance them to make them more marketable to students; and

(g) develop an action plan for upgrading the current programme offerings and developing the

new programmes, providing a timeframe over which the new areas can be incorporated into the curriculum.



four months. The consultants should have post-graduate qualifications in educational planning and/or

programme evaluation/development. Experience in planning and development of secondary school programme options would be an asset.

5.02 The consultant(s) should also have demonstrated capacity for strategic thinking as well as excellent communication and analytical skills. Knowledge of the Services Sector in Suriname would be a definite

asset.

6. REPORTING

6.01 The Technical Proposal of the selected consultant shall have already outlined a Work Plan and

approach to the assignment, the scope and methodology, the tasks and responsibilities and a time schedule for the completion of the assignment. The following reports, one bound copy along with an electronic copy

either by email, on CD ROM or flash drive, shall be submitted to the Caribbean Development Bank (CDB)

and GOS at the times indicated below:

(a) an Inception Report within 14 days of commencement of the assignment. CDB and GOS

will provide comments upon receipt of the report;

(b) a draft final report including the list of new areas recommended with rationale for their

inclusion; steps to be taken to enhance the areas currently being offered; recommended

content with list of supporting materials/resources; and the action plan 12 weeks after commencing the assignment. CDB and GOS will provide comments upon receipt of the

report for incorporation into the final report;

(c) a final report four months after commencement of the assignment.

6.02 All reports should be provided in both Dutch and English.

APPENDIX 2.4

Page 4 of 4

DRAFT BUDGET

(USD)



APPENDIX 2.5


DEVELOPMENT OF SECOND LANGUAGE ACQUISITION STRATEGIES

1. BACKGROUND

1.01 Linguistically, Dutch is the official language and the language of instruction of Suriname.

However, Suriname is a multilingual society with its population speaking as many as 19 different languages.

Of these languages, Sranan, better known as Taki Taki, is the mass vernacular and lingua franca, with Saramaccan, Ndjuka, Javanese, Sarnami and English, being the other major languages spoken. While

Dutch is the formal language of instruction, in reality, many children, and sometimes teachers, particularly

in rural and hinterland communities, are competent only in their mother tongues. As a consequence of this, many students encounter difficulty in operating in the language of instruction, presenting instructional

difficulties for teachers who may be both unfamiliar with the particular mother tongue, as well as lacking

in complete proficiency in Dutch. This combination of circumstances leads to underachievement and poor

performance on national assessments by the students. Many teachers appear to use unofficial dialects for instruction, but it is unclear whether this is to meet the students where they are, or because of difficulties

with proficiency themselves. In addition, there is little evidence that bilingual or multilingual approaches

are being used by teachers in early grades, as teachers currently receive no formal training to undertake such approaches. Children from rural and interior Districts are particularly impacted by this situation since

the remoteness of their communities means that they are generally exposed only to their particular cultural

groupings. There is therefore a greater impact on their educational development.

1.02 There is obviously the need for research from which a better understanding can be gained regarding

the impact of this linguistic diversity upon teaching and learning. However, in order to achieve some

immediate amelioration of the situation, the Government of Suriname (GOS), through the Ministry of Education and Community Development (MINOV) proposes to undertake the development of a number of

effective and appropriate second language acquisition strategies that promote students’ language

proficiency in the official language, and contribute to higher levels of student understanding and achievement. GOS is therefore now seeking consultancy services to undertake the activity.

2. OBJECTIVE

2.01 The objective of this activity is to evaluate the impact of the language situation in teaching and

learning in specified rural and interior communities where Dutch is not the mother tongue of the students,

with a view to the development of appropriate second language acquisition strategies that promote Dutch proficiency among students and teachers, leading to improved student engagement and achievement.

3. METHODOLOGY


above. They will use participatory and consultative methodologies in working closely with MINOV and

other critical stakeholders in the sector. These will include, but are not limited to, employers, prospective employers, principals, teachers, and students at all levels of the system, parents, and community leaders.

3.02 The Consultants will work closely with the Special Programmes Officer of BNO, who shall be assigned to act as counterpart and coordinate the work of the Consultants. In consultation with MINOV,

and BNO, the Consultants will organise a consultation with critical stakeholders at Draft Report stage to

share and discuss the draft strategies developed and other recommendations arising from the consultancy.

APPENDIX 2.5

Page 2 of 4

4. SCOPE OF SERVICE

4.01 The consultancy will involve desk and fieldwork and consultations across the sector, particularly

in Districts where the issue is manifested, as well as across other related sectors. It will be completed in

three phases: Phase I in which all activities related to the development and delivery of the strategies will

take place; Phase II in which teachers in specified rural and interior schools will be trained on how to incorporate the strategies and resources into their instructional programmes; and Phase III in which a core

of language trainers will be oriented into how to integrate the strategies into their training curricula. The

consultants will be expected to undertake the following activities:

Phase I

(a) conduct a survey of the status of Dutch proficiency of a sample of students and teachers in

the feeder schools for the proposed practical centres in the rural and interior Districts;

(b) determine the impact of the levels of proficiency on overall student achievement;

(c) examine alignment of the existing language training curriculum for teachers with the

national policy on language instruction and recommend, where necessary, measures for alignment;

(d) through evaluation of course outlines and observation of classes, conduct an assessment of the current strategies used in teacher training programmes;

(e) based on analysis of all of the above, develop appropriate strategies for second language

acquisition that promote language proficiency in the official language;

(f) work with teachers and trainers to design and develop activities/materials to be included in

curriculum and teacher guides, learner resource materials, and training modules for teachers at both pre-service and in-service levels;

(g) develop an orientation programme, with appropriate support resources for language

teaching trainers, to equip them to adequately prepare teachers to incorporate the language acquisition strategies into their practice;

(h) recommend/advise on structures to be implemented by Teachers’ Colleges to ensure teachers are adequately trained to implement the national language instruction policy; and

(i) conduct a workshop for relevant stakeholders to gather feedback on the proposals before finalising the strategies.

Phase II

Develop and deliver a programme of training for teachers in the specifically identified schools to

orient them on how to use the second language strategies in their instructional programmes.

APPENDIX 2.5

Page 3 of 4

Phase III

Using the programme and resources developed in Phase I, conduct an orientation workshop for

language teaching trainers to orient them on how to incorporate the strategies and resources into

their training programmes.


5.01 It is anticipated that the consultancy will require a maximum of 135 person days over a period of 12 months, 90 days for Phase I; 25 for Phase II and 20 days for Phase III. The consultants should have

post-graduate qualifications in language acquisition with expertise in sociolinguistics and foreign and

second language methodologies. Knowledge of the sociolinguistic context of Caribbean countries in general, and Suriname in particular, and the impact of multilingual language situations on the acquisition

of standard languages would be an asset.

5.02 The consultant(s) should also have demonstrated capacity for strategic thinking as well as excellent communication and analytical skills. Knowledge of the education sector in Suriname as well as those in

the Region would also be an asset.

6. REPORTING

6.01 The Technical Proposal of the selected firm/consultant shall have already outlined a work plan and approach to the assignment, the scope and methodology, the tasks and responsibilities and a time schedule






(b) an Interim Report of the findings of the survey and reviews conducted to be presented to

MINOV within four months of commencement of the assignment. CDB and GOS will

provide comments upon receipt of the report;

(c) a draft set of strategies and resources to be used by teachers and in Teachers’ Colleges to

improve students’ language proficiency within six months of commencement of the assignment. CDB and GOS will provide comments upon receipt of the draft strategies for

incorporation into the final strategies;

(d) a finalised set of strategies and resources within two weeks of completion of the

stakeholder consultation;

(e) a report on the teacher training carried out with recommendations for adjustment and/or further development within two weeks of completion of training. CDB and GOS will

provide comments upon receipt of the report; and

(f) a report on the orientation workshop for teacher trainers with recommendations for

adjustment and/or further development within two weeks of completion of the workshop.

CDB and GOS will provide comments upon receipt of the report.

All reports, manuals/guides and other outputs should be provided in both Dutch and English.

APPENDIX 2.5

Page 4 of 4

DRAFT BUDGET

(USD)



APPENDIX 2.6


TRAINING TO ENHANCE TEACHER QUALITY IN REMOTE COMMUNITIES

1. BACKGROUND

1.01 Technical and Vocational Education and Training (TVET) in Suriname is a distinct track which

runs parallel to the general education track. At age 12, the point of transfer from the primary level to the

junior secondary level, students write an examination which determines whether they will follow the general education (academic) track, or whether they will be placed in one of three streams – B, C, or A -

which follow a TVET track. Hence, students begin their TVET careers from the Junior Secondary level.

For students placed in Streams B or C, those who are fortunate enough to live in the city or its environs, may continue on a TVET path through the senior secondary and tertiary levels. For those placed in the A

Stream, their education comes to an end once they have completed the junior secondary level. Students

living in very rural areas however, generally have no access to TVET since there are no practical education

facilities in the junior secondary schools in rural and interior districts.

1.02 To expand access to such children, the Government of Suriname (GOS) is implementing a national

Strategy for the development of TVET which is aligned with the Caribbean Community Regional TVET Strategy, approved by the Council of Human and Social Development (COHSOD), in May 2013. The

Strategy proposes:

(a) the establishment of 15 practical instruction centres for the delivery of TVET to an

increased number of students across the country;

(b) the establishment of a National Training Authority (NTA) to oversee the development of

TVET across the country; and (c) institutional strengthening and capacity building to support the effective implementation

of the TVET strategy.

1.03 Even though the implementation of government’s strategy is likely to enhance the options for the

educational development of rural and interior children, their level of educational achievement is still likely

to be hindered by the quality of teaching to which they are exposed. Issues of the distance and remoteness

from the city as well as the lack of 24 hour access to services like running water and electricity impact upon the quality of teachers who are recruited to serve in remote areas, and often, schools in these areas have to

settle for under-certified and untrained persons because they are the only persons available. The situation

is particularly exacerbated in the case of TVET, where in addition to instructional deficiencies, teachers have had no exposure to the use of Competency-Based Education and Training (CBET) or the instructional

resources necessary for the effective delivery of such education and training. In a number of cases, housing

and monetary allowances are offered as incentives to attract qualified teachers, but the practice has not been widespread enough to make a significant difference and therefore, issues of quality still persist.

1.04 Enhancing the effectiveness of these teachers, through in-service training and continuous

professional development, the outlining and monitoring of standards for their development, and adequately orienting them to utilising the relevant resources and equipment in their instructional programmes, is

therefore a major focus of government’s plans to provide quality access to TVET in remote communities.

GOS is therefore seeking consultancy services to develop and deliver a programme of training to enhance the capacity of teachers in remote locations to deliver quality instruction and to effectively assess the

competencies developed by the students.

APPENDIX 2.6

Page 2 of 4

2. OBJECTIVE 2.01 The objective of this consultancy is to develop and deliver a programme of training for the

enhancement of TVET teachers in remote communities. The programme will focus on enhancing teachers’

capacity to deliver CBET, and to integrate ICTs.

3. METHODOLOGY

3.01 The Consultants will perform all investigative work and analyses to realise the objective stated above. They will use participatory and consultative methodologies in working closely with the Ministry of

Education and community Development (MINOV) and other critical stakeholders in the sector. These will

include, but are not limited to, employers, prospective employers, principals, teachers, and students at all levels of the system, parents, and community leaders.

3.02 The Consultants will work closely with the Head of Technical and Vocational Training, who shall

be assigned to act as counterpart and coordinate the work of the Consultants. In consultation with MINOV, and BNO, the Consultants will organise a consultation with critical stakeholders once the draft training

programme has been completed to share and discuss the draft programme of training and other

recommendations arising from the consultancy.

4. SCOPE OF SERVICE


across other related sectors. Working in collaboration with the NTA, the Consultant/s will determine

training needs, develop training strategies and programmes, source and/or develop training resources and

prepare and assist in delivering appropriate training to improve the pedagogical capability of the teachers. Specifically, the consultant(s) will be expected to undertake the following activities:

(a) review the background and experience of teachers in the feeder schools and those assigned to the practical instruction centres;

(b) on the basis of the review above, determine the skills gaps which exist in the teachers’

pedagogical capacity, as well as their capacity to deliver CBET and integrate ICTs;

(c) assess the adequacy of the modalities which can be utilised to deliver training to address

deficiencies in each of these areas;

(d) having determined which modalities can be effectively utilised, develop a training matrix

identifying the areas of training being addressed and the modalities recommended for addressing them;

(e) develop the modules of training for each area of need identified;

(f) identify appropriate instructional resources and materials to support delivery of the training;

(g) develop a schedule for delivery of the training including on-site/in-service, pull out, electronic and distance delivery;

(h) deliver the programme of training;

APPENDIX 2.6

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(i) provide technical and professional guidance/assistance for institutionalising of the training

in the national Technical and Vocational Teacher Training Programme; and

(j) organise all training materials and produce a Trainers Manual for use in on-going teacher

training.


5.01 It is anticipated that the consultancy will require a maximum of 180 person days over a period of 12 months. The consultants should have post-graduate qualifications in TVET and teacher training.

Knowledge of the curriculum development process, especially the development of competency-based

modules would be a definite asset. The consultants should also have competence in the integration of technology and other distance education modalities in the instructional process.

5.02 The consultant(s) should also have demonstrated capacity for strategic thinking as well as excellent

communication and analytical skills. Knowledge of the education sector in Suriname as well as familiarity with the CARICOM Regional TVET Strategy would be definite assets.

6. REPORTING

6.01 The Technical Proposal of the selected firm/consultant shall have already outlined a Work Plan and






(b) the proposed training matrix three months after commencement of the assignment. CDB

and GOS will provide comments upon receipt of the proposed matrix for incorporation into

the final training matrix;

(c) the draft training modules, list of accompanying instructional resources and the schedule

for delivery of training six months after commencement of the assignment. CDB and GOS will provide comments upon receipt for incorporation into the finalised resources;

(d) the finalised training modules, list of accompanying instructional resources and the schedule for delivery of training within ten days of completion of the stakeholder

consultation. CDB and GOS will provide comments upon receipt of the deliverables;

(e) a report on the training delivered with recommendations for modification/adjustment within one month of completion of the training. CDB and GOS will provide comments

upon receipt of the report for incorporation in the final report; and

(f) the final trainers’ manual not later than 15 months after commencement of the consultancy.

CDB and GOS will provide comments upon receipt of the final manual.

6.02 All reports, manuals/guides and other outputs should be provided in both Dutch and English.

APPENDIX 2.6

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DRAFT BUDGET

(USD)



APPENDIX 2.7


DEVELOPMENT OF A NATIONAL QUALIFICATIONS FRAMEWORK

1. BACKGROUND

1.01 Suriname’s education system channels students into General (academic) or Technical and

Vocational Education and Training (TVET) from as early as 12 years old when they are making the

transition from Primary to Junior Secondary education. Those who go to TVET are further tracked into specific streams depending on the perception of their capacity to proceed further in education as well as

their capability to undertake Technical or Vocational options. Students in the General education track as

well as those in the B and C streams of TVET may proceed to upper secondary and post-secondary education, while students in the A stream of TVET proceed to the world of work.

1.02 Despite this heavy focus on TVET from the early stages of education, a critical challenge facing

Suriname is the development of a competent and highly skilled workforce for sustained economic growth in the global economy. In the Surinamese context, the absence of skilled persons in sufficient numbers is

a major reason for youth unemployment and high levels of poverty, particularly in rural and interior

Districts. The Government of Suriname (GOS) is attempting to address this issue by bringing TVET to a greater number of students across the country, by establishing practical instruction centres in the

communities in which they live. However, there is negative perception associated with TVET which has

militated against the achievement of the goals established for the development of skills and competencies in order to transform the workforce across the country. In such a situation, the experience of many

developed countries is that the establishment of National Qualifications Frameworks (NQF) in which

standards and qualifications are identified and documented, and equivalencies established and agreed to by

educational and other relevant stakeholders throughout the country, is an effective mechanism for transforming attitudes to TVET.

1.02 GOS is currently receiving technical assistance for the implementation of a National Vocational

Qualifications Framework which it expects will bring a greater level of awareness to the population about

the value of TVET programming and certification. However, there is still a gap with reference to

articulation across General Education and TVET programming, which not only focuses equivalences across

programming, but also identifies pathways by which students may manoeuvre across programming. The development of a broad NQF at this time is therefore particularly relevant, especially bearing in mind the

high percentage of young people, particularly from rural and interior communities, not benefiting from

access to upper secondary and post-secondary education. Such a Framework will also provide persons outside of the formal system with opportunities to have skills which they have previously developed ‘on

the job’ evaluated and rated alongside those gained through formal education. A broad NQF is also

particularly necessary since government is concerned about the lack of available skills to drive the development in many of the country’s Districts, particularly those lacking in advanced educational services.

Providing these communities with skills for sustainable employment and having those skills valued

alongside academic qualifications has significant implications for the promotion of social stability and

development across the country. GOS is therefore seeking consultancy services for the development of a NQF.

2. OBJECTIVE

2.01 The objective of this consultancy is to establish a national framework of qualification equivalencies

across the sector, both formal and informal, to allow for horizontal and vertical movement, and multiple pathways to certification.

APPENDIX 2.7

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3. METHODOLOGY


above. They will use participatory and consultative methodologies in working closely with the Ministry of

Education and Community Development (MINOV) and other critical stakeholders in the sector. These will

include, but are not limited to, industry leaders, principals, teachers, human resource development specialists, students, parents and community leaders.

3.02 The Consultants will work closely with the Officer for Research and Planning, who shall be assigned by MINOV to act as counterpart and coordinate the work of the Consultants. In consultation with

MINOV and BNO, the Consultants will organise a consultation with critical stakeholders at Draft Report

stage to share and discuss the draft framework and major recommendations emanating from the consultancy.

3.03 The Consultants will examine qualification frameworks developed in other jurisdictions to be

guided by lessons learned. They will also consult closely with the consultants preparing the NVQ Framework to ensure alignment of the recommendations.

4. SCOPE OF SERVICE


across other related sectors. The consultant(s) will be expected to undertake the following activities:

(a) review all existing education programmes – levels, content, assessment and certification;

(b) review articulation of programmes at all levels - both formal and informal - of the education sector;

(c) recommend/propose alignment/articulation at the national level;

(d) discuss Caribbean Qualifications Frameworks (CQF) with key stakeholders and work with

education officials and other key persons in education to identify the extent of fit between

local programmes and programmes offered within those regional framework;

(e) in proposing alignment with CQF, consider national priorities and needs to ensure

relevance of the NQF to the education system;

(f) discuss NVQ developed for Suriname with key stakeholders and work with education

officials and other key persons in education to ensure a seamless fit between that Framework and the proposed NQF;

(g) discuss recommendations with education officials and other key persons at various levels

of the education system and the wider community including the private sector;

(h) prepare a draft proposal for a seamless education system, including formal and informal

programmes, providing opportunities for lifelong learning through multiple pathways;

(i) prepare draft NQF;

(j) develop and cost a monitoring and action plan to provide a framework for allowing relevant

technical staff of MINOV to implement the Framework; and

APPENDIX 2.7

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(k) prepare a communications strategy to build national awareness and sensitise key stakeholders.



12 months. The consultancy team should have post-graduate qualifications in educational assessment with

specific experience in accreditation, evaluation of education qualifications, and determination of equivalencies.

5.02 The consultants should also have demonstrated capacity for strategic thinking as well as excellent communication and analytical skills. Knowledge of the education sector in Suriname as well as those in

the Region would also be an asset.

6. REPORTING

6.01 The Technical Proposal of the selected consultant/firm shall have already outlined a work plan and






(b) an Interim Report indicating findings of all review activities within four months of

commencement of the assignment. CDB and GOS will provide comments upon receipt of

the report;

(c) a Draft Report including the following key outputs within eight months of commencement

of the assignment:

(i) proposal for seamless integration of the system, with special emphasis on the fit

between the National Vocational Qualifications Framework and the NQF;

(ii) the draft NQF; (iii) monitoring and action plan; and

(iv) communications strategy; CDB and GOS will provide comments upon the receipt of the report for incorporation into

the final report.

(d) finalised outputs within four weeks of completion of the stakeholder consultation.

CDB and GOS will provide comments upon receipt of the deliverables.

6.02 All reports and other outputs should be provided in both Dutch and English.

APPENDIX 2.7

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DRAFT BUDGET

(USD)



APPENDIX 2.8


CONSULTANCY SERVICES FOR THE DEVELOPMENT OF A PUBLIC EDUCATION AND

AWARENESS STRATEGY FOR THE PROMOTION AND MARKETING OF TECHNICAL

AND VOCATIONAL EDUCATION AND TRAINING

1. BACKGROUND

1.01 The status of Technical and Vocational Education and Training (TVET) is a perennial issue not only peculiar to Suriname, but is shared by countries across the Region. TVET programmes are perceived

regionally as requiring less cognitive and intellectual capacity. They are also perceived to be linked to a

student’s capacity for doing rather than thinking. In addition, since TVET is often viewed by teachers as an option for less able students, deliberate attempts are made to guide students with low academic

performance into TVET programmes, whilst channeling the high academic performers into academic

disciplines. This is strongly supported in the Suriname education context, in which, on the basis of

performance on an academically oriented examination at the point of transfer from primary to lower secondary education, children are channeled into either “general education”, for those who are academically

inclined, or to TVET, for those perceived to be less able. The perception of TVET is even further

demarcated when those same children are placed in streams which determine whether they are deemed to be able to continue TVET at the next level of the education system. This can be described as projecting

TVET as a compensatory option for the student who is perceived as having academic deficits. Such

sentiments are often shared by parents, many of whom are reluctant to allow their children to enroll in TVET programmes. While in recent times such perceptions are changing, the traditional notions about the

‘inferior’ status of TVET are sufficiently pervasive to require a deliberate strategy to correct this flawed

thinking.

1.02 The status of TVET has also been affected by the quality of the facilities which have been provided

for the delivery of programmes. Inadequate and outdated tools and equipment, workshops with limited and

inappropriate space which is out of sync with industry standards, and lack of adequate maintenance for facilities in general, have generally characterised the quality of the TVET provision. Invariably therefore,

the value of TVET certification for continuing education and for workforce readiness has been perceived

as sub-standard. Students with academic certification matriculate readily into higher education

programmes, but, in the case of TVET, as a result of the absence of qualifications frameworks which set out clear articulation criteria, certification is not as readily recognised and accepted for matriculation to

higher education. Further, TVET graduates moving to the world of work often do not benefit from the

labour market terms and conditions of service that their counterparts with similar levels of academic qualification do.

1.03 This current perception of TVET is troubling because in a global context in which skills have been demonstrated as critical for economic development, negatives views of TVET preclude regional youth from

developing skills which lead to sustainable employment. The situation is of greater concern because in a

region with significant numbers of female headed households, girls are not readily encouraged to participate

in TVET in general, or to specifically enter non-traditional areas, long thought to be the preserve of males. Fewer than 5% of TVET enrolment across the school system in Suriname is female and they are largely

concentrated in the minimum wage Vocation/Services areas of home economics, and child care which are

traditionally viewed as even very inferior and as roles that are the domain of females. Even more disturbing however, is the fact that fewer than 1% of females enrolled in TVET are following technical disciplines.

1.04 The adoption of the Caribbean Community (CARICOM) Regional Qualification Framework and the CARICOM Regional TVET Strategy as well as the implementation of the Caribbean Vocational

Qualification (CVQ) provides a unique opportunity to address the status of TVET. This has been

APPENDIX 2.8

Page 2 of 4

recognised by the Government of Suriname (GOS) which is moving to align its TVET offerings to the

standards set out in the CARICOM Strategy. The engagement of industry actors as partners is also important in reconfiguring attitudes to TVET since they are intimately aware of its value in meeting the

needs of a demand-driven economy. The full mobilisation of all stakeholders – parents, teachers and

instructors, students and industry operators − is absolutely necessary for the optimal operationalisation of

the national training system in order to provide highly skilled and certified graduates to meet the needs of the economy. It is therefore necessary for national promotion and marketing of TVET not only as education

which is beneficial to the development of the country, but also as a vehicle for development of the person

as well. GOS is therefore seeking consultancy services to develop a national programme of education and awareness to affect a change in attitude to TVET and to encourage greater levels of participation –

especially by girls.

2. OBJECTIVE

2.01 The objective of this consultancy is to assist Ministry of Education & Community Development

(MINOV) in the development of a comprehensive public education and awareness strategy for the promotion and marketing of TVET in Suriname. The implementation of the strategy will address issues

associated with the status and uptake of TVET, with particular emphasis on the participation of girls, in

order to ensure an appropriately skilled work force to support the development of the country.

3. METHODOLOGY



other critical stakeholders in the sector. These will include, but are not limited to, employers, prospective

employers, principals, teachers, and students at all levels of the system, parents, and community leaders.

3.02 The Consultants will work closely with an officer of the Bureau of Education Information, who

shall be assigned by MINOV to act as counterpart and coordinate the work of the Consultants. The officer will be assisted by a representative of the NTA. In consultation with MINOV and BNO, the Consultants

will organise a consultation with critical stakeholders once the draft marketing strategy has been completed

to share, discuss and receive feedback on the recommendations for promoting and marketing TVET, to be

incorporated into the final Strategy.

4. SCOPE OF SERVICE


across other related sectors. Working in collaboration with the Bureau of Technical and Vocational

Education and Training (BNO) and the National Training Authority, the consultant/s will devise a set of strategies and a broad plan for a national campaign to sensitise the population to the value and utility of

TVET. Specifically the consultant/s will:

(a) Obtain and document information on the provision and status of TVET through:

(i) review of data on existing programmes, uptake, preferred options and links with

the labour market; (ii) identification of opportunities and challenges in the provision of TVET; and

(iii) consultation with various stakeholders to determine perceptions about TVET and

their views on the current status of TVET. A particular effort should be made to consult with persons from rural and interior communities.

APPENDIX 2.8

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(b) Develop a comprehensive promotion and marketing strategy and an associated Action

Plan for its implementation. The strategy should:

(i) identify a focus group of key persons to be directly involved in the promotion and

marketing activities;

(ii) identify opportunities for promotion and marketing by media groups; (iii) identify groups to be targeted with specific messages;

(iv) incorporate visual representation of females operating as competent technical

workers; (v) highlight areas of demand in the economy which may not be represented in the

TVET curriculum;

(vi) identify strategies for partnership arrangements with business and industry; (vii) recommend a range of modalities to be used;

(viii) equate TVET certification with academic certification and indicate pathways that

can be taken to the workforce and to higher education with both;

(ix) highlight a cross-section of the jobs and salaries which may be obtained with TVET certification. Wherever possible visual images should be used and females

should be highlighted;

(x) identify and cost feasible options for executing each component of the Strategy; and

(xi) devise an appropriate monitoring and evaluation framework to determine the

effectiveness of the strategy.

(c) Present the Strategy and Action Plan to stakeholders for feedback and finalisation.

(d) Support the implementation of the strategy and Action Plan by:

(i) advising on and providing samples of content for promotion and marketing

activities; advising on and providing samples for matching modalities with target groups; and

(ii) preparing an instrument for evaluating the effectiveness of the activities.

(e) Evaluate the response to the implementation of the Strategy and if necessary, recommend adequate modifications.


5.01 It is expected that the assignment will require a maximum of 90 days over period of one year. It

will be completed in two phases: Phase 1 will focus on the development of the Strategy and preparing it for implementation. Phase 2 will take place after the Strategy has been under implementation for five

months. The consultant will analyse the completed evaluation instruments and advise MINOV whether

modifications are required. The Consultant(s) shall have post-graduate qualifications in a Social Science

discipline with emphasis on marketing or a related field. Experience in marketing and promotions will be required with added value if there has been experience in media operations. Knowledge of TVET will

be an asset.

APPENDIX 2.8

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6. REPORT PREPARATION




either by email, on CD ROM or flash drive, shall be submitted to the Caribbean Development Bank (CDB) and GOS at the times indicated below:

(a) an Inception Report within 14 days of commencement of the assignment. CDB and GOS will provide comments upon receipt of the report;

(b) the draft marketing Strategy and Action plan three months after commencement of the assignment. CDB and GOS will provide comments upon receipt upon for incorporation in

the final Strategy and Action Plan;

(c) the final Strategy, Action Plan, samples and evaluation instrument no later than six months after commencing the assignment. CDB and GOS will provide comments upon receipt of

the final Strategy and Action Plan;

(d) a draft report on the evaluation of the implementation of the Strategy with modifications

recommended, if necessary, six months after implementation of the Strategy. CDB and

GOS will provide comments upon receipt of the report for incorporation into the final report.; and

(e) a final report on the evaluation of the implementation of the Strategy eight months after

implementation of the Strategy. CDB and GOS will provide comments upon receipt of the report.

6.02 All reports and outputs should be provided in both Dutch and English.

DRAFT BUDGET

(USD)



APPENDIX 2.9


STRENGTHENING THE CAPACITY OF THE MONITORING AND EVALUATION SYSTEM

OF THE MINISTRY OF EDUCATION AND COMMUNITY DEVELOPMENT

1. BACKGROUND

1.01 The Ministry of Education and Community Development (MINOV) is responsible for the planning,

management and delivery of education services across Suriname. MINOV has a decentralised structure with representation in each of the ten administrative districts through a District Inspector. MINOV is headed

by a Director of Education (DOE), who is supported by seven Deputy Directors (DDOE), who collectively

are responsible for overseeing 36 sub-directorates across the sector. Each sub-directorate is led by a Head of Department. Together, these departments account for the employment of over 4,000 employees,

representing approximately 25% of public sector employment. Education in Suriname is delivered at five

levels, commencing at 4 years old: pre-primary (two years), primary (six years), Lower Secondary (four

years), Upper Secondary (four years) and Post-secondary/Tertiary (three to six years). There are currently approximately 135,000 students in the basic education system, accommodated at 479 schools at pre-

primary, primary and secondary levels.

1.02 One of the primary responsibilities of MINOV is to track educational indicators for the purpose of

reporting progress in keeping with international conventions to which Government of Suriname is a

signatory, but also for the purpose of determining level of educational achievement within the system. While data on primary education is reasonably well tracked as a result of the reporting requirement in

relation to the Millennium Development Goals, data is not readily available on the other levels of the

system. Further, although it is generally known that rural and interior districts are lagging behind national

performance in education, the absence of a robust system for tracking progress, militates against the provision of information which could be used to plan for the improvement of education services in the

affected districts. However, MINOV lacks the technical expertise as well as the appropriate management

information system to adequate generate data from the system, which can then be used for planning and development of the system.

1.03 With respect to TVET, prior to 2012, when MINOV commenced a comprehensive reorganisation

of the TVET system at the Lower Secondary School (LSS) level, BNO was responsible for tracking data in only seven LSS which had practical instruction centres (PICs) attached to them. With the implementation

of the programme to reorganise the system however, BNO is now responsible for tracking data for the 56

LSS which will be the feeder schools for the 15 PICs being established across the country. BNO also lacks both the human resource and technological capacity, as well as the specific expertise to undertake this

process. GOS is therefore desirous of obtaining consultancy services to assist MINOV in developing a

system for improving the collection, analysis, reporting and dissemination of data on the TVET system generally, as well as for the purpose of monitoring the outcomes of the enhancement programme at the LSS

level.

2. OBJECTIVE

2.01 The objective of this activity is to assist MINOV in enhancing its capacity to gather, analyse, and

report sector data, in order to effectively and empirically report on the status of the sector.

3. METHODOLOGY



APPENDIX 2.9

Page 2 of 4

other critical stakeholders in the sector. These will include, but are not limited to, principals, teachers,

students, parents, and the private sector.

3.02 The Consultants will work closely with the Bureau of Education Information, the Office of

Research and Planning, as well as the Bureau of TVET, in carrying out the assignment. In consultation

with MINOV and BNO, and the relevant technical officers, the Consultants will organise three workshops at draft report stage demonstrate the operation of the recommended system and to gather feedback for its

finalisation.

3.03 The consultants will research the implementation of, and examine Monitoring and Evaluation

Systems (M&E) used in the education sector in other jurisdictions, particularly the Region, to determine

whether structures used and lessons learned can be applied in the case of Suriname.

4. SCOPE OF SERVICE

4.01 The consultancy will involve desk and field work and consultations across all sub-sectors, as well as other related sectors. The consultants will specifically undertake the following activities:

(a) conduct a comprehensive analysis of the work of the MINOV, giving particular attention to the data collected, the data collection processes used, how the data is stored and accessed,

how it is used and how it feeds into broader data repositories in the country;

(b) based on the findings of the above, recommend structures for strengthening the system;

(c) conduct an analysis of the capacity within MINOV to collect, analyse, interrogate and

disseminate data. Specific attention should be paid to the structures within NBO;

(d) based on (c) above, advise on how these functions both at the level of BNO and MINOV,

may be strengthened and optimised;

(e) review the proposed outputs and outcomes of the ETVET project and advise on how

progress towards their achievement may be tracked;

(e) based on (a) above, as well as any reporting requirements to Regional and international

agencies, recommend indicators which should be tracked to determine progress in the

sector;

(f) based on (a) and (e) above, as well as the requirements of the Caribbean Community

Regional TVET Strategy, recommend indicators which should be tracked to determine progress in the TVET sub-sector;

(g) after consultation with MINOV to agree on the indicators which should be tracked, develop

an M & E system for tracking those indicators;

(h) develop and deliver a one day sensitisation workshop for staff of MINOV, the PMU and a

wider cross-section of stakeholders in the education sector, to introduce them to the system; to orient them the value of having effective data collection and reporting processes, to

familiarise them with the proposed indicators to be tracked; and to solicit their feedback

for finalisation of the system;

APPENDIX 2.9

Page 3 of 4

(i) develop and deliver a five day sensitisation workshop for enhancing the capacity of staff

of MINOV who will be directly responsible for utilisation of the system;

(j) develop and deliver a three day workshop for staff of BNO for the purpose of enhancing

their capacity to gather, analyse and report the TVET data, particularly in relation to the

execution of the ETVET project;

(k) assist MINOV in developing a preparation schedule for collecting, analysing and

disseminating the data annually;

(k) assist MINOV in developing instruments for collecting and disseminating data annually.


5.01 It is anticipated that the consultancy will require a maximum of 75 person days over a period of seven months. The consultancy should ideally be executed by persons with post-graduate qualifications in

measurement and evaluation and/or educational planning, particularly in relation to EMIS and M&E

systems. First-hand experience as an Educational Planner and experience in TVET would be assets.

5.02 The consultant should also possess demonstrated capacity for strategic thinking as well as excellent

communication and analytical skills. Knowledge of the TVET sub-sector in Suriname would be an asset.

6. REPORTING

6.01 The Technical Proposal of the selected firm/consultant shall have already outlined a work plan and approach to the assignment, the scope and methodology, the tasks and responsibilities and a time schedule

for the completion of the assignment. The following reports, that is, one bound copy along with an

electronic copy either by email, on CD ROM or flash drive, shall be submitted to the Caribbean Development Bank (CDB) and GOS at the times indicated below:

(a) an Inception Report within ten days of commencement of the assignment CDB and GOS


(b) an Interim Report on the findings of the analyses, which should be presented to BNO two

(2) months after commencement of the assignment. CDB and GOS will provide comments upon receipt of the report;

(c) a draft M&E system, and draft pogrammes for one day, three day, and five day sensitisation workshops, within 14 weeks of commencement of the assignment. CDB and GOS will

provide comments upon receipt for incorporation into the final system and workshops;

(d) draft Reports on the sensitisation workshops within one week of completion of each

workshop. CDB and GOS will provide comments upon receipt of the report;

(e) recommended draft schedule and instruments 20 weeks after commencing assignment.

CDB and GOS will provide comments upon receipt for incorporation into the final

deliverables; and

APPENDIX 2.9

Page 4 of 4

(f) a final M&E system, preparation schedule and data collection and reporting instruments

seven months after commencement of the assignment. CDB and GOS will provide comments upon receipt of the deliverables.

6.02 All reports and other outputs should be provided in both Dutch and English.

7.

DRAFT BUDGET

(USD)



APPENDIX 2.10


DEVELOPMENT OF A MAINTENANCE POLICY AND PLAN FOR

PRACTICAL INSTRUCTION CENTRES

1. BACKGROUND

1.01 The Suriname Enhancement of Technical and Vocational and Training (ETVET) project proposes

the establishment of eight practical instruction centres (PICs) strategically located across Suriname to

ensure that all children at the junior secondary school level in those locations have access to practical education. This is part of a wider programme in which a total of 15 centres will be established. It is further

proposed that the centres be equipped with modern cutting-edge equipment, in order that students can

develop skills proficiency appropriate for operating in authentic workforce settings and which will allow them to qualify for the award of Caribbean Vocational Qualifications (CVQ), which have currency and

portability across the region. To this end, there will be significant capital investment in building and civil

works, and the provision of appropriate equipment.

1.02 All countries across the Region encounter issues which negatively impact the diversity as well as

the quality of programmes which are offered in Technical and Vocational Education and Training (TVET).

Such problems vary from country to country but the issue of maintenance of both buildings and equipment is common to, and pervasive across all countries. More often than not, routine and preventative

maintenance are not provided for in annual budgets. Rather, issues of maintenance are placed on the agenda

when problems occur. Often this is a very expensive undertaking because issues which could be very easily addressed under regular maintenance programmes, escalate into serious issues when they have been ignored

for many years, incurring significant costs to remedy, and compromising the efficiency and effectiveness

of the TVET programmes over time.

1.03 There is a Technical Division in the Ministry of Education and Community Development

(MINOV), which is responsible for responding to building and maintenance issues which arise across the

system but there is no evidence of strategic approach to sector maintenance, informed by a well-defined maintenance policy and plan which provides the framework within which maintenance is planned and

implemented at the level of MINOV, the Bureau of Technical and Vocational Education and Training

(BNO), and the actual institutions. The proposed expansion of TVET by Government of Suriname (GOS) is within the context of the CARICOM Regional TVET Strategy. This means that GOS must maintain the

agreed facilities and equipment standards in order to award the regionally recognised certification.

1.04 GOS is therefore now seeking consultancy services to develop a maintenance policy and plan for the practical instruction centres to assist the sub-sector in cultivating a culture of maintenance.

2. OBJECTIVE

2.01 The objective of the consultancy is a strengthened culture of systematic maintenance in practical

instruction centres through:

(a) conduct of an assessment of present approaches to facilities maintenance in institutions

under the oversight of BNO; and

(b) formulation of policy guidelines, procedures and methodologies for the planning,

implementation and management of systems for the effective maintenance of PICs in

Suriname.

APPENDIX 2.10

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3. METHODOLOGY


above. They will use participatory and consultative methodologies in working closely with MINOV, BNO,

and other critical stakeholders in the sector. These will include, but are not limited to, employers,

prospective employers, principals, teachers, and students at all levels of the system, parents, and the relevant community leaders.

3.02 The Consultants will work closely with the Head of the Technical Department of MINOV, who shall be assigned to act as counterpart and coordinate the work of the Consultants. In consultation with

MINOV, and BNO, the Consultants will organise a workshop with critical stakeholders at Draft Report

stage to sensitise all relevant officers to the draft policy and plan.

4. SCOPE OF SERVICE

4.01 The consultancy will involve desk and fieldwork and consultations across the sector, particularly in the communities where the practical instruction centres are located or are to be located, as well as across

other related sectors. The assignment will comprise of an examination of the current maintenance practices,

making recommendations for improvement and assisting BNO in the preparation of a Maintenance Policy and Plan, inclusive of a plan for its implementation. Specifically, the consultant(s) will be expected to

undertake the following activities:

(a) review relevant documents germane to the maintenance of TVET facilities, including fault

reporting forms, contract forms and work approval forms;

(b) conduct an in-depth review of the existing systems for TVET facility maintenance in Suriname to include, but not be limited to, an analysis of existing maintenance management

practices (including planning, programming, monitoring and reporting), policies,

organisational structures, administrative and financial procedures, information systems as well as physical inspection surveys, in order to:

(i) determine their effectiveness including, issues of adequacy and efficiency in

implementing maintenance programmes;

(ii) define and list the areas of current responsibility for maintenance activities;

(iii) determine the extent to which responsibilities and functions have been

appropriately defined;

(iv) identify factors (financial, human resource, sociological, security, etc.) which

influence proper maintenance of TVET facilities;

(v) determine the cause of rapid deterioration of some facilities including the impact of the climate, type of materials used, design and vandalism and recommend steps

to be taken to address such causes;

(vi) advise on standardisation of materials, furniture and fittings which should be used

in given locations depending on climate or other conditions;

(vii) provide recommendations for improving the effectiveness and efficiency of the

maintenance systems with respect to:

APPENDIX 2.10

Page 3 of 4

aa) school-based maintenance;

bb) preventative maintenance; and

cc) the most appropriate arrangements for managing funds allocated for TVET facility maintenance;

(viii) produce a TVET Facility Maintenance (TFM) Management Manual, including procedures for organisation, information flow and operational matters;

(ix) provide BNO with any other useful information which would be relevant to the effective and efficient delivery of maintenance services; and

(x) prepare a draft policy on TFM and an Implementation plan for providing and

sustaining proper TFM including an asset management template.

(c) conduct three workshops addressing the subject of effective TFM and their specific role in

the process for officers of MINOV, BNO, and the National Training Authority, selected principals, and selected teachers of LSS TVET institutions across the country.


5.01 It is expected that the assignment will require a maximum of 80 person-days over an eight month

period. The Consultant shall possess post-graduate qualifications in engineering or related a field. Prior

experience in the development of maintenance plans and policies is desirable. Knowledge of Suriname and the CARICOM Regional TVET Strategy would be an asset.

6. REPORTING



for the completion of the assignment. The following reports, one (1) bound copy along with an electronic copy either by email, on CD ROM or flash drive, shall be submitted to the Caribbean Development Bank

(CDB) and GOS at the times indicated below:

(a) an Inception Report, no later than 14 days after commencement of the assignment, detailing

the methodologies to be used in conducting the assignment and a related Work Plan. CDB

and GOS will provide comments upon receipt of the report;

(b) a Draft Final Report no later than 16 weeks after commencement of the assignment

including the Draft TFM Management Manual, a Draft Policy on TFM and an

Implementation Plan for sustained, effective TFM, and the draft workshop agendas. CDB and GOS will provide comments upon receipt of the report for incorporation into the final

report; and

(c) a Final Report incorporating all of the elements presented at in draft at (b) as well as reports

on the workshops conducted not later than 10 working days after completion of the final

workshop. CDB and GOS will provide comments upon receipt of the report.

APPENDIX 2.10

Page 4 of 4

6.02 All reports, manuals/guides and related project outputs should be provided in both Dutch and

English.

7.

DRAFT BUDGET

(USD)



APPENDIX 2.11


INSTITUTIONAL AND FUNCTIONAL

OPERATION OF PRACTICAL INSTRUCTION CENTRES

1. BACKGROUND

1.01 The Government of Suriname (GOS) is establishing Practical Instruction Centres (PICs) across the

country to facilitate delivery of practical instruction to students in the TVET stream of the Lower Secondary School (LSS) who are currently unable to access such instruction as a result of lack of the appropriate

facilities. These students will be drawn from 14 existing schools, most of which are located on different

compounds, and many will therefore be required to move between two locations to access their instruction on a daily basis. Unless this is properly coordinated, especially in cases where two or more schools are

feeding into the PICs, there can be confusion and loss of meaningful teaching/learning time, both of which

are likely to affect the efficiency of the provision.

1.02 Upon successful completion of the LSS programme, students will be eligible to transition to Upper

Secondary School (USS), currently available only in Paramaibo. Traditionally, only approximately 20%

of students from rural and interior districts who complete LSS transition to USS because hostel places provided by the government are not available and their parents cannot afford to pay for private

accommodation. The reality therefore is that for a significant number of these children, their education

comes to an end once they have completed LSS. This reality is starkly manifested in the national education statistics which show significant disparity in educational attainment between remote districts and the rest

of the country, as well as the resulting consequences. While mean years of schooling in most districts is

between eight and nine years, in Brokopondo and Sipaliwini, the two hinterland districts, it is 5.4 and 2.9

years respectively. In addition, according to the United Nations Development Programme statistics for loss in human development level as a result of inequalities in mean years of schooling, these two districts again

lag behind the rest of the country. Further, whereas in most Districts at least 40% of the population have

benefitted from secondary education, only 12.5% and 28.1% in Sipaliwina and Brokopondo respectively, have done so. Lastly, whereas national literacy levels in 2010 for the population above 15 years old was

reported as 90%, in Brokopondo and Sipalawini the rates for young women in this group were 78.3% and

46.3% respectively. It is clear therefore that even though the country appears to be making progress in

education development, the most remote Districts are lagging far behind in that development. There are large numbers of out-of-school youth and adults who are unskilled, with low levels of literacy and who

have not benefitted from a full secondary education. These outcomes may be reasonably linked to the

absence of opportunities for further education in their communities once students have completed LSS.

1.03 The PICs are being provided to adequately prepare the students for further education and to enhance

their employability, but the reality is that with the absence of facilities for USS in their communities, many of them will join the band of out-of-school youth and unskilled adults who can only contribute minimally

to the development of their communities. If the economy of Suriname is to grow and diversify, opportunities

must be provided for expanding the skills base across the entire country to take advantage of new and

emerging areas of economic development. The provision of PICs in all districts across the country presents an opportunity for not only the provision of skills instruction to the LSS cohort, but also for the continuation

of education for those children when they complete the LSS programme, upgrading the skills of the out-of-

school youth and unskilled adults to meet current and anticipated needs of the communities in which they are located. This however requires operating the PICs, at the very minimum, as 12–15 hour institutions

which can better utilise full-time staff and the training capacity of industry professionals to serve multiple

groups of trainees. GOS is therefore seeking consultancy services for the conduct of an assessment of the operation of the PICs in order to ensure that use of the facilities is maximized to the benefit of all groups in

the communities who stand to benefit from the delivery of activities in the centres.

APPENDIX 2.11

Page 2 of 4

2. OBJECTIVE

2.01 The objective of this activity is to assist the Bureau of TVET in organising the PICs for operational

effectiveness and increasing training opportunities, including a pilot of the USS programme in the Apoera

District, in each of the communities where PICs will be located. The organisation will specifically address:

(a) students who will be graduating from the enhanced LSS programme but who will not be

able to continue their secondary education in Paramaribo; (b) out-of-school youth; and

(c) unskilled adults in the community.

3. METHODOLOGY


above. They will use participatory and consultative methodologies in working closely with MINOV and other critical stakeholders in the sector. These will include, but are not limited to, employers; prospective

employers; principals, teachers, and students at all levels of the system; parents; and community leaders.

3.02 The Consultants will work closely with the Heads of Secondary and Continuing education who

shall be jointly assigned by MINOV to act as counterpart and coordinate the work of the Consultants. In

consultation with MINOV, and BNO, the Consultants will meet with representatives of the Apoera community to outline the proposed pilot and to gather feedback to assist with finalisation of the pilot.

4. SCOPE OF SERVICE


across other related sectors. Working in collaboration with the MINOV, the Bureau of TVET (BNO), the

National Training Authority, and district supervisors, the Consultant(s) will collect information on the number of students likely to be using the facilities, including out-of-school youth and unskilled adults in

order to organise for effective operation of the centres. Specifically, the consultant(s) will be expected to

undertake the following activities:

(a) review the programmes offered, number of students identified to follow each programme,

the staffing of the PICs, the institutional arrangements with schools, and the organisation

of the PICs for programme delivery;

(b) on the basis of the review at (a) above, develop a block scheduling time-table for each PIC.

The schedule should ensure that there is no loss of teaching/learning during movement between the school and the PIC;

(c) organise a meeting with representatives of BNO, the caretakers of the PICs and the

principals of the schools to discuss and refine the proposed schedule for each PIC before finalising the schedule;

(d) conduct a survey of the graduating cohort of the 14 feeder schools to determine the further

education plans of the graduating students;

APPENDIX 2.11

Page 3 of 4

(e) for those students from (d) above who will not be proceeding to USS in Paramaribo,

conduct a second survey to determine their interest in continuing their education in evening classes utilising the PICs;

(f) conduct a survey of persons within the communities to determine the number of persons,

including out-of-school youth and unskilled adults, interested in pursuing skills training, and within the confines of the offerings available, the areas of training they are interested

in pursuing;

(g) on the basis of the findings from (e) and (f) above, develop a schedule for offering an evening programme for the training of such persons;

(h) consult with BNO to determine the teacher and resource need for the offering of each

programme, and on the basis of that discussion, finale the schedule of programme offerings;

(i) on the basis of the survey results obtained at (e) above from Apoera, develop a proposal

for the introduction of the USS two-year continuing education part-time programme (KMBO) to be piloted ustilising PIC. The proposal should include staffing and resource

implications.



four months. The consultants should have a post-graduate degree in education and at least five years’ experience in management in an education environment. Expertise in budgeting and finance is required.

Knowledge in the delivery and management of TVET programmes is required.

5.02 The consultant(s) should also have demonstrated capacity for strategic thinking as well as excellent communication and analytical skills. Knowledge of the education sector in Suriname will be an asset.

6. REPORTING

(a) an Inception Report within seven days of commencement of the assignment. CDB and

GOS will provide comments upon receipt of the report;

(b) Finalised block scheduling timetable within six weeks of commencing of the assignment.

CDB and GOS will provide comments upon receipt of the schedule;

(c) Finalised programme offerings, schedule and list of resources for evening programme ten

(10) weeks after commencement of the assignment. CDB and GOS will provide comments

upon receipt of the deliverables;

(d) Finalised proposal for USS pilot at Apoera four months after commencement of the

assignment. CDB and GOS will provide comments upon receipt of the proposal.

All reports, manuals/guides and other outputs should be provided in both Dutch and English

APPENDIX 2.11

Page 4 of 4

DRAFT BUDGET

(USD)



APPENDIX 2.12


DEVELOPMENT OF DISTRICT SPECIFIC COMMUNITY CONTINUING EDUCATION

PROGRAMMES TO ENHANCE THE SKILLS OF RESIDENTS

1. BACKGROUND

1.01 Technical and Vocational Education and Training (TVET) in Suriname is a distinct track which

runs parallel to the general education track. At age 12, the point of transfer from the primary level to the junior secondary level, students write an examination which determines whether they will follow the

general education (academic) track, or whether they will be placed in one of three streams – B, C, or A -

which follow a TVET track. Hence, students begin their TVET careers from the Junior Secondary level. For students placed in Streams B or C, those who are fortunate enough to live in the city or its environs,

may continue on a TVET path through the senior secondary and tertiary levels. For those placed in the

A Stream, their education comes to an end once they have completed the junior secondary level. Students

living in very rural areas however, generally have no access to TVET since there are no practical education facilities in the junior secondary schools in rural and interior districts.

1.02 To expand access to such children, the Government of Suriname (GOS) is implementing a national Strategy for the development of TVET which is aligned with the CARICOM Regional TVET Strategy,

approved by the Council of Human and Social Development (COHSOD), in May 2013. The Strategy

proposes:

(a) the establishment of 15 practical instruction centres for the delivery of TVET to an

increased number of students across the country;

(b) the establishment of a National Training Authority to oversee the development of TVET across the country; and

(c) institutional strengthening and capacity building to support the effective implementation

of the TVET strategy.

1.03 The implementation of government’s strategy is likely to enhance the options for the educational

development of rural and interior children and also out of school adults. While the Adult Education

Department in collaboration with community based groups is implementing a number of literacy and skills development programmes, there are no facilities in the interior to provide practical instruction. The practical

instruction centres with updated equipment and instructional programmes, will provide such a facility in

those communities and as such they would be available also to assist in the skills upgrading programmes. However, to ensure optimal use of the centres for this purpose, existing community and continuing

education instructional programmes might have to be revised and new ones developed to provide

appropriate training to community members.

1.04 GOS is therefore seeking consultancy services to develop and deliver a Training of Trainers

programme to equip Training Facilitators with the skills needed to train adults in remote locations with

practical skills appropriate to the needs in their communities.

2. OBJECTIVE

2.01 The objective of the consultancy is to develop a programme of training to provide appropriate

literacy, numeracy, technical and vocational skills to out-of-school men and women residing in remote

communities at the levels required by them to enhance their occupational and social functions in their communities.

APPENDIX 2.12

Page 2 of 4

3. METHODOLOGY

3.01 The Consultant will perform all investigative work and analyses to realise the objective stated

above. The Consultant will use participatory and consultative methodologies in working closely with

MINOV and other critical stakeholders. These will include, but are not limited to, representatives of

Maroon and Indigenous Peoples organisations, community leaders, principals, teachers, and community- based groups in the project communities.

3.02 The Consultants will work closely with the head of the Department of Adult Education, who shall be assigned by the Ministry of Education and Community Development (MINOV) to act as counterpart and

coordinate the work of the Consultants. In consultation with MINOV, BNO, the Consultants will organise

a consultation with critical stakeholders once the draft training modules have been completed to share and discuss the draft modules and Training of Trainers schedule and other recommendations arising from the

consultancy.

4. SCOPE OF SERVICE


across other related sectors. Working in collaboration with the Adult Education Department, the Consultant(s) will determine training needs, develop training strategies and programmes, source and/or

develop training resources and prepare and assist in delivering appropriate continuing education

programmes in the communities. Specifically, the consultant(s) will be expected to undertake the following activities:

(a) review the existing community and continuing education programmes being conducted in

the project areas and other parts of the country;

(b) on the basis of the review, determine the gaps in basic education and technical and

vocational skills that exist in the communities for men and women and adequacy of the modalities being utilised to address deficiencies in these areas;

(c) propose appropriate Experiential Leaning and Participatory Learning and Action modalities

to upgrade the education and skills of male and female youth and adults in the communities through the use of the Practical Instruction Centres;

(d) prepare a training matrix detailing the proposed areas of training;

(e) identify appropriate instructional resources and materials to support delivery of the training;

(f) in conjunction with the Adult Education Department, identify men and women from

community based groups and organisations in the project communities prepared to function

as Training Facilitators in their areas;

(g) develop draft modules and schedule for delivery of Training of Trainers workshops for the

Training Facilitators using on-site/in-service, electronic and distance delivery;

(h) conduct the Training of Training Workshops and produce a Trainers Manual for use in on-

going training; and

(i) provide technical and professional guidance/assistance for institutionalising the training

within the Adult Education Department’s Programme.

APPENDIX 2.12

Page 3 of 4



eight months. The consultants should have:

(a) post-graduate qualifications in community development, rural development, adult and

continuing education or related discipline; and

(b) at least five years’ experience in instructing and training adults.

5.02 Knowledge of adult learning processes, especially within the context of traditional rural

communities would be a definite asset. The consultant(s) should also have excellent communication and analytical skills.

6. REPORTING



for the completion of the assignment. The following reports, one bound copy along with an electronic copy either by email, on CD ROM or flash drive, shall be submitted to the Caribbean Development Bank (CDB)


(a) an Inception Report within ten days of commencement of the assignment. CDB and GOS


(b) the proposed training matrix three months after commencement of the assignment. CDB and GOS will provide comments upon receipt of the matrix;

(c) the draft Training of Trainers module and schedule, list of accompanying instructional resources, and list of prospective Training Facilitators within eight weeks of receiving

feedback on the training matrix. CDB and GOS will provide comments upon receipt of

the deliverables for incorporation into the final deliverables;

(d) the finalised training modules, list of accompanying instructional resources, list of Training

Facilitators and the schedule for delivery of Training of Trainers workshops within ten

days of completion of the stakeholder consultation. CDB and GOS will provide comments upon receipt of the final deliverables;

(e) a report on the Training of Trainers workshops delivered with recommendations for modification adjustment within one month of completion of the workshops. CDB and GOS

will provide comments upon receipt of the report; and

(f) the final trainers’ manual not later than nine months after commencement of the consultancy. CDB and GOS will provide comments upon receipt of the manual.

6.02 All reports, manuals/guides and other project outputs should be provided in both Dutch and English.

APPENDIX 2.12

Page 4 of 4

DRAFT BUDGET

(USD)



APPENDIX 2.13


PROJECT MANAGEMENT SERVICES

1. INTRODUCTION

1.01 The Government of Suriname (GOS) has received resources from the Caribbean Development

Bank (CDB) to assist with the implementation of the Enhancement of Technical and Vocational and Training (ETVET) Project. The overall objective of the project is improved access to, and quality and

effectiveness of TVET in Suriname. This will be achieved through the creation of an enabling environment

to expand the number of places available for TVET development, the enhancement of skills acquisition, and the employability of graduates. Specifically, the project will provide physical infrastructure to

accommodate increased access for practical education at the junior secondary level and institutional

strengthening and capacity building to ensure quality in the TVET sub-sector.

1.02 The Project, which will be executed over the period 2015-2020, comprises construction and

outfitting of eight practical instruction centres located in six districts across the country, the provision of

physical accommodation for teachers in specific locations and capacity building and institutional strengthening designed to enhance the quality and relevance of education delivered to students. The Project

will be executed by the Ministry of Education and Community Develop (MINOV), through the Bureau of

TVET (BNO). A Project Management Unit (PMU) will be located in MINOV and will be headed by a Project Manager (PM), who will have day-to-day responsibility for project coordination. The PM will be

supported by an Assistant Project Manager (APM) and a team of officers responsible for TVET,

procurement, accounting, and administrative functions. Apart from the fact that there is limited experience

within MINOV in relation to project management, the PMU is also responsible for the implementation of a parallel project being funded by another Multilateral Development Bank. This is also the first CDB

intervention in Suriname and there is general unfamiliarity with CDB’s processes and procedures. GOS is

therefore seeking the assistance of a project management consultant to work with the PMU in the establishment of appropriate structures and systems for the effective coordination and management of the

CDB interventions.

2. OBJECTIVE

2.01 The objective of the assignment is to assist the PMU in the setting up of a project management

system to assist in developing familiarity with CDB processes and procedures and to effectively manage the implementation of the CDB components of the ETVET Project.

3. SCOPE OF SERVICES

3.01 The Consultant will report to the Deputy Director of Education (DDOE) responsible for TVET.

The PM shall be assigned to serve as the local counterpart for the assignment. The Consultant will report

as set out in the reporting requirements section to the PM and copies of written reports should be sent to the Permanent Secretary, MINOV. The Consultant will be responsible for:

(a) setting up a system to record and store all information which is directed to or from the PM pertaining to the implementation of the project. The system should be capable of dealing

with written correspondence including reports, construction drawings, computer software

and accounting or material information including requisitions, purchase orders, bills, receipts, etc. The system should be capable of extrapolating gender-relevant information

for the Project’s reporting mechanisms;

(b) reviewing and/or preparing suitable forms for gender-responsive monitoring and controlling the project;

(c) assisting PM in preparing a schedule of meetings with consultants to promote the efficient

communication of planning and implementation information;

(d) assisting the PM in developing a structure for reporting on the relevant components by the

Project Engineer and other officers in the PMU;

(e) assisting PM to prepare a schedule of meetings with MINOV and BNO to ensure that:

(i) relevant officers are aware of project activities;

(ii) the targets and objectives are being met; and

(iii) the financial requirements of GOS and the loan conditions/requirements of CDB

are satisfied.

(f) assisting PM with the finalisation of a detailed, gender-responsive implementation and

monitoring plan for the project;

(g) assisting PM to set up a system for reviewing and monitoring the work of consultants;

(h) conducting an orientation workshop for all relevant project implementation staff to

demonstrate the systems and structures developed for implementation of the project and to familiarise them with CDB processes and procedures; and

(i) during the later phases of the assignment assisting the PM in reviewing project implementation, and modifying and/or strengthening systems as needed.

All templates in the system should be set up to accommodate reporting in both Dutch and English.


4.01 It is expected that the assignment will require a maximum of 45 days to be broken up into three periods of 25 days initially and two periods of ten days each, at later dates, to be agreed with PM. The

Consultant should have at least ten years’ experience in project management in an education environment,

and experience in mainstreaming gender issues in development projects. Knowledge of CDB’s procurement guidelines would be an asset.

BUDGET

USD



APPENDIX 3.1

PROJECT COST, PHASING AND FINANCING PLAN



APPENDIX 4.1

DETAILS OF PRACTICAL INSTRUCTION CENTRES TO BE CONSTRUCTED

PIC Location Schools to be Served Enrolment

No. of Classrooms

/Workshops

Classroom/

Workshop Space (m2)

Brokopondo District

Brokopondo LBO Brokopondo 330 13 1,500

Coronie District

Totness LBO Tata Collin 200 11 1,300

Para/Paranam – Meursweg LBO Kortschool LBO Montini

200 110 17 1,900

Paramaribo District

Tammenga/Flora Ressort

LBO – STS – 2

LBO J. Lachmonstraat

LBO Sylvester LBO L. A. Simmons

LBO Cabell

829

786

54 200

360 21 2,300

Sipaliwini District Apoera LBO Apoera 70 9 1,000

Sipaliwini District

Atjoni LBO Atjoni 65 9 1,000

Sipaliwini District

Stoelmanseiland LBO Stoelmanseiland 150 11 1,300

Wanica District Koewarasan LBO Savitri

LBO VOJ Koewarasan

60

25 10 1,200

TOTAL 14 3,459 101 11,500

SAMPLE OF PROTOTYPE DESIGNS

Remark:

- If sufficient space is available, the different practice areas of a single study can be brought together in the form of a pilot with restrooms.

(see example of how engineering).

- If the practice rooms cannot be placed one after the other it is recommended to set the practice spaces within 10m x 25m blocks with a

floor-to-floor heights of 4m. These dimensions for practice spaces are minimum dimensions.

(Brick practice space)

(Engineering workbenches

practice space)

(Engineering machinery

practice space)

AP

PE

ND

IX 4

.2

APPENDIX 4.3

CRITERIA FOR SITE SELECTION AND APPROVAL

LAND OWNERSHIP

1. The lands earmarked for construction of the PICs shall be fully owned by GOS or have been fully

transferred to GOS free of encumbrances, without covenants, conditions or stipulations that may adversely

affect the title of GOS or the project. Where GOS does not have title to the lands, GOS must have made

arrangements acceptable to CDB for entry into possession of such lands and to construct the centres

thereon.

DEMOGRAPHIC, ENVIRONMENTAL AND TECHNICAL CONSIDERATIONS

2. The site selection committee will address all, but will not be restricted to meeting or exceeding, the

following technical and environmental criteria:

(a) Location: PICs shall be conveniently located for the student populations they serve. They

shall be located in areas that minimise bussing while promoting student, parent, and community access to the school. The Preliminary Design Report (PDR) should clearly

identify the means by which students will be accessing the PICs.

(b) Utility Availability: Utilities shall be available or readily accessible, and the site shall not

be encumbered by major utility, power or communications easements or rights of way that

will conflict with the layout of the site. The PDR should comment of the availability of

the following utilities:

(i) water for both regular use and fire-fighting requirements, as established by national

regulations; (ii) sanitary sewer or on-site capacity for sewage disposal;

(iii) three phase electrical service; and

(iv) storm sewer or the downstream or on-site capacity to handle storm run-off.

(c) Geotechnical Analysis: Prior to a comprehensive geotechnical subsurface investigation,

for all candidate sites, the PDR must include preliminary information on specific

characteristics. The site shall not contain unacceptable geologic qualities such as poor soils, sinkholes or rock that would add excessively to construction costs. The report should

include, but not necessarily be limited to, comments on the presence of:

(i) various types of soil and their respective bearing capacities;

(ii) expansive soils;

(iii) collapsible grain soils; (iv) a high water table and/or underground streams;

(v) rock;

(vi) subsidence; and

(vii) hazardous waste.

The geotechnical investigations are to be undertaken under the supervision of adequately

qualified and experienced civil engineers, who are to determine where an increased frequency of testing is required based on variation in observed site conditions and other

factors. Should deleterious conditions be suspected, further investigation will be necessary.

APPENDIX 4.3

Page 2 of 2

A recommendation on the most suitable foundation type and the founding depth shall be

made.

(d) Topography: The overall slope of a site should be flat enough to allow for ease of

construction and circulation, and yet be steep enough for proper site drainage. Site low

points, inflows from surrounding areas and off-site drainage requirements must also be considered in the site suitability analysis. A topographic plan of the site shall be supplied

as part of the PDR in support of the site’s suitability. Unless supported by the area’s

history, a contour plan of the immediate catchment should also be supplied;

(e) Traffic Analysis and Access: Whenever possible, the site should be located so as to

safeguard the students from arterial highways, heavily travelled streets, traffic and congestion. The site also needs proper access on as many sides as possible to allow for the

safe circulation of both pedestrian and vehicular traffic;

(f) Environmental Hazards: The site should be a safe and secure environment for the student population served. It should be free from on-and-off site hazards that include, but are not

restricted to the following:

(i) toxic waste and man-made landfills;

(ii) noise, smoke, airports, odoriferous plants or industries;

(iii) high voltage transmission lines, booster or reduction stations, high pressure gas lines, and transformer stations;

(iv) bulk storage plants for flammable liquids; and

(v) the site does not adjoin existing or potential commercial or industrial land uses that

may impact the school operations or programmes, including those land uses associated with noise, smoke or emissions or heavy vehicle traffic.

(g) Ecological/Cultural Considerations: The site shall not contain historic buildings, archeological sites or endangered species (flora or fauna) that require protection from

school design and site development.

The site should not encompass any limited areas that cannot, by national regulation, be utilised for school construction. Such areas include floodplain, wetlands, and forest

resource areas.

The site should not be an area of known or potential Maroon or Amerindian

historical/cultural interest.

3. DESIGN CONSIDERATIONS

(a) Detailed designs for each PIC are to be completed as indicated in the TOR at Appendix 2.2

and presented to standards acceptable to CDB and MINOW;

(b) All related designs are to be reviewed and approved by MINOW prior to submission to

CDB; and

(c) Designs are to be completed according to a least-cost approach based on the analysis of

alternatives.

APPENDIX 4.4

GENDER MARKER

Criteria

Score

Description/Code

Analysis 1.0 Social and gender analysis conducted at project appraisal and integrated in the Appraisal Report.

Data 0.5 Sex disaggregated data are included in the context

analysis and in some of the baseline indicators.

Engagement 1.0 Consultation was held with a wide range of

stakeholders during project appraisal and the National

Bureau for Gender Policy is included in the PSC to inter alia monitor the Project’s compliance with the

Government’s policies on gender equality.

Response 1.0 Implementation support will be provided as part of the

capacity enhancement component of the Project to foster gender equality outcomes.

TOTAL 3.5 Code: GM

Gender Marker Summary:

Gender

Marker

Analysis Data Engagement Response Score Code

1.0 0.5 1.0 1.0 3.5 GM16

16 Gender Mainstreaming: the Project potential to contribute significantly to gender equality.

APPENDIX 4.5

GUIDELINES FOR THE PREPARATION OF

AN ENVIRONMENTAL MANAGEMENT FRAMEWORK

1. Details of the proposed sites where the project will be implemented and the scope of construction

are not fully known and thus anticipated, environmental impacts and mitigation measures cannot be fully

ascertained at this point in time. Therefore, to ensure proper assessment of mitigation of the potential adverse impacts of the proposed activities, the design and construction supervision consultants will be

required to prepare an EMF.

2. The EMF will state the policies, guidelines, codes of practice, procedures and institutional

arrangements which need to be integrated into the project implementation. It will provide specific guidance

on how environmental issues will be systematically addressed in the screening for environmental impacts, and categorisation, site selection criteria, mitigation measures, design, construction and operational phases

as well as maintenance of the proposed TVET facilities. Environmental enhancement opportunities will

also be considered. The EMF will also provide adequate guidance for the preparation of environmental management plans.

3. The main objectives of ESMF are to:

(a) outline the process for identifying potential adverse environmental impacts and planning

measures to address these impacts; (b) provide guidelines for preparing the environmental mitigation plans to address any adverse

impacts;

(c) describe the implementation and institutional arrangements for managing environmental and mitigation measures; and

(d) outline a process for public consultation and participation through the design and

implementation of the project activities.

4. The EMF should contain but not be limited to the following:

(a) Legislative and Administrative Framework

Description of all the pertinent policies, laws and regulations and necessary licenses and

approvals to be obtained for the proposed project to ensure that the construction activities

and operations are line with sound environmental management practices and are in compliance with relevant pieces of legislation. Also describe in general terms an

institutional arrangements which supports the regulatory framework.

(b) Environmental Baseline Information

Overview of the general state of environmental conditions in Suriname. Existing documentation should be reviewed but should also include field visits and baseline studies

if required.

(c) Screening of the Potential Environmental Issues of the Project

Identification of main environmental impacts related to the proposed construction works

and operation of the TVET facilities. These may include but not be limited to: loss of forest land, soil erosion, solid wastes, sewage discharge, hazardous materials and waste,

dust and noise emissions, damage on historic and cultural sites (including chance finds),

APPENDIX 4.5

Page 2 of 2

effects on water resources, water supply and water conservation; land use and possible land

use conflicts, ecological issues, transport and access, renewable energy and energy efficiency/conservation, climate change/climate variability and climate change adaptation,

health and safety risks (community and worker), resource extraction, soil erosion, etc.

Consideration should also be given to potential natural hazard risks (e.g. flooding) as well

as projected climate change/climate variability impacts.

(d) Development of Environmental Management Plan

Feasible and cost-effective measures to prevent or reduce significant negative

environmental impacts identified and the roles and responsibilities of different parties to

implement them.

(e) Public Consultations

Adequate process for public consultation in line with national requirements. Stakeholder

consultations should be conducted during the design and construction phases. A project

site specific grievance mechanism should be outlined to ensure that complaints from local communities are dealt with appropriately, corrective action taken and complainants

informed.

(f) Development of Environmental Guidelines for Construction Contractors

The Consultant shall prepare environmental guidelines for construction contractors which

include provisions for proper management of construction sites, health and safety issues, and safe disposal of wastes. These shall be attached to ESMF as an Annex. The rules shall

be recommended for incorporation in contractor’s bids and contracts for civil works.

Permanent Secretary [PS]

Ministry of Education & Community Development (MINOV)

Deputy Director of Education [DDOE]

Bureau of Technical & Vocational Education & Training (BNO)

Project Manager [PM]

Project Management Unit (PMU)

Chairman

Project Steering Committee (PSC)

CDB Project Management Consultant [PMC]

CDB Education

Specialist [ES]

Education

Consultant(s)

Procurement

Officer [PO] TVET Specialist

Assistant Project Manager

Civil Engineer Project

Accountant Monitoring and

Evaluation

Specialist

CDB Project

Engineer [PE]

Infrastructure Consultant

AP

PE

ND

IX 6

.1

APPENDIX 6.2

PROJECT MANAGEMENT DUTIES AND RESPONSIBILITIES

Project Manager

1. The Project Manager (PM) who has already been appointed to oversee the activities of the programme which have already commenced, shall lead the implementation of the project, undertaking

responsibility for overall coordination of all project activities. The responsibilities include, but are not

limited to:

(a) finalising all site identification matters and ensuring that sites selected conform to the

criteria established by CDB;

(b) monitoring the implementation of all components of the project and informing the PSC and

CDB of any events likely to impact negatively on the programme’s implementation;

(c) overseeing all contracts for services, goods and works under the project, delegating where

appropriate, to the project implementation team staff;

(d) advertising for, and leading the procurement of design and construction supervision

consultants and contractors;

(e) reviewing prequalification and bid documents and monthly progress reports prepared by the consultants;

(f) reviewing and agreeing with the form and content of the consultant’s monthly progress reports prior to submission to CDB;

(g) executing procurement in accordance with CDB’s Loan Agreement;

(h) providing public information on the status of construction activities and their likely impact

on the public, and facilitating community meetings;

(i) representing GOS in all dealings with the consultants and contractors;

(j) providing cost control and keeping separate accounts for project-related expenditures and disbursement activities including the preparation and presentation of an Annual Work

Programme and Budget to the PSC;

(k) preparing and submitting to CDB claims for disbursement or reimbursement;

(l) liaising with CDB on all technical and administrative aspects of the project;

(m) serving as Secretary to the PSC and attending PSC meetings on at least a quarterly basis;

(n) preparing and submitting to CDB, quarterly reports on the investment cost of the project in the form shown in Appendix 6.7 of this report, or in such form or forms as may be specified

by CDB, within six weeks after the end of each calendar quarter commencing with the

quarter following the appointment of the PM;

(o) reviewing the Construction Completion Report and as-built drawings for the construction

contracts referred to in the Procurement Plan, for submission to CDB within three months

APPENDIX 6.2

Page 2 of 4

after the date of issue by the design and construction supervision consultants of the

Certificate of Practical Completion;

(p) reviewing the Contract Completion Report, for submission to CDB within three months

after the date of issue by the design and construction supervision consultants of the

Certificate of Completion;

(q) preparing a Project Completion Report for submission to CDB within three months of

completion of the project; and

(r) submitting to CDB other project status reports as listed at Appendix 6.7.

2. The qualifications and experience of any person subsequently appointed to the position of PM shall

be acceptable to CDB.

Project Engineer

3. The PE shall be located in PMU and shall report to the PM. He/she shall have responsibility for

overseeing the building and civil works component of the project. He/she will be responsible for

coordinating and monitoring all aspects of the implementation of the infrastructure works. The PE shall be

assigned exclusively to the Project and will be supported by administrative staff within the PMU. It shall be a condition precedent to first disbursement of the infrastructure works that the MINOV assign a PE

whose qualifications and experience are acceptable to CDB.

4. The responsibilities of the PE include, but are not limited to:

(a) supervision of the Design and Supervision consultant, including review of the reports prepared by the consultants and transmittal to the PM;

(b) management and administration of the construction contracts;

(c) development of close working relationships with all key participants and stakeholders

involved in infrastructure works (including the contractor, consultants, government

departments, Local Government officials, residents) to assist in effective oversight of the works;

(d) assisting the PM in the invitation and evaluation of bids including the preparation of bid reports and recommendation of the award of supply and construction contracts;

(e) assisting the PM in management and administration of the procurement process;

(f) providing cost control;

(g) expediting the submission of claims for disbursement to CDB through the PM;

(h) keeping accounts on relevant project-related expenditures and disbursement activities;

(i) preparing and submitting to the PM, (within one week after the end of each month),

monthly reports on progress of the infrastructure component;

APPENDIX 6.2

Page 3 of 4

(j) participating in and reporting on formal community participation in implementation of

the Project, including discussions at public meetings;

(k) preparing and submitting to the PM, a Construction Completion Report within one month

after the date of issue by consultants of a Certificate of Practical Completion of each

works contract;

(l) preparing and submitting to the PM, a Contract Completion Report within one month after

the date of issue by consultants of a Certificate of Completion of each works contract; and

(m) other related duties as may be assigned by the PM.

5. Prospective candidates must be civil engineers, with a minimum of a Bachelor’s Degree in civil

engineering and five years of suitable experience in engineering design and supervision, including building

works or project implementation. The qualification and experience of any person subsequently appointed to the position of PE shall be acceptable to the CDB.

Education Specialist

6. The ES will be located in the PMU and shall report to the PM. He/she shall have responsibility

for coordinating and monitoring all aspects of the implementation of the institutional strengthening and

capacity building components of the project. The ES shall be assigned exclusively to the Project and will be supported by administrative staff within the PMU. It shall be a condition precedent to first disbursement

of the institutional strengthening and capacity building components that MINOV assign an ES whose

qualifications and experience are acceptable to the CDB.

7. The responsibilities of the ES include, but are not limited to:

(a) advertising and assisting in the selection of the Consultants for the institutional

strengthening and capacity building components of the project;

(b) coordinating and monitoring the work of each consultant identified at (a) above;

(c) coordinating and processing all capacity-building activities under the project, monitoring

the progress of trainees and ensuring that end-of-training reports are submitted and commented on in a timely manner;

(d) coordinating, in conjunction with the GOS’s procurement officer, the procurement of

equipment, tools and curriculum resources to support instruction;

(e) assisting in the preparation and submission to the CDB of Quarterly Reports on the project

in the form shown at Appendix 6.7, or in such form or forms as may be specified by CDB;

(f) preparing quarterly reports to be submitted to the PM to keep the PM formally

updated on progress of the institutional strengthening and capacity building

components;

(g) preparing a P r ojec t Completion Report for submission to t he CDB (through PM) on

the relevant components of the programme within three months of completion of the project; and

APPENDIX 6.2

Page 4 of 4

(h) performing any other duties that may be assigned to ensure the success of the project.

8. Prospective candidates must be trained in education, with a minimum of a Bachelor’s Degree in education, a formal qualification in TVET and at least ten years suitable experience in the practice of

education. The qualifications and experience of any person subsequently appointed to the position of ES

shall be acceptable to the CDB.

Project Steering Committee

9. The Project Steering Committee (PSC) which has been established for overseeing of the reform programme initiated by GOS shall provide policy direction for the project. The PSC shall have overall

responsibility for the coordination and guidance of the project. It shall be a condition precedent to first

disbursement of the Loan that the PSC as constituted, shall be augmented by the addition of representatives from the Ministry of Regional Development, the National Bureau for Gender Policy, and the Bureau of

Legal Affairs. Other persons may be invited to participate in PSC meetings based on the subject matter

being addressed. These special invitees will, however, not be authorised to vote.

10. The PSC shall:

(a) provide overall operational guidance for project implementation to ensure that the project meets its objectives, in line with GOS policy;

(b) approve the Annual Work Programme and Budget submitted by the PM;

(c) approve all implementation and financial reports required by the loan agreement prior to

their submission to the Ministry of Finance and the CDB;

(d) provide assistance and guidance to the PM in handling implementation and coordination

problems brought to its attention;

(e) review and approve any alternative programmes to be included in presentations to the CDB

for consideration and disbursement; and

(f) monitor the efficiency and effectiveness of the resource allocation requirements for the

project.

11. The PSC shall meet at least quarterly, and more often if required. The PE and ES responsible for the coordination of the CDB-funded activities, through the PM, may request additional meetings when

faced with extraordinary situations.

APPENDIX 6.4

IMPLEMENTATION SUPPORT PLAN

1. The Caribbean Development Bank is well placed to provide implementation support based on its

considerable experience in the Education Sector in the Region and based on its involvement in the

development of the CARICOM Regional TVET Strategy with which GOS is attempting to align its TVET

development. The implementation support to be provided will include:

(a) assistance in site identification and finalisation;

(b) assistance in coordinating stakeholder consultation; (c) developing familiarity with CDB processes, procedures and guidelines;

(d) reviewing implementation progress and achievement of project outcomes;

(e) addressing implementation issues; (f) monitoring systems to ensure their continued adequacy through monitoring reports; audit

reports and field visits; and

(g) monitoring changes in risks and compliance with legal agreements as needed.

The ISP will be reviewed twice during the first year of project implementation, and at least once per year

every year thereafter, to ensure that it continues to meet the implementation support needs of the project.

In addition to reviewing implementation progress, the ISP aims at providing technical support to GOS in the achievement of the results.

2. The ISP has been developed based on the risk profile of the project with particular focus on the implementation and capacity risk, as well as the traditional supervision focus areas of financial

management, contract management and procurement.

Strategy and Approach for Implementation Support

3. Supervision of the Project will be undertaken by a team comprising Portfolio Manager, Social

Sector Division, (SSD) who will be the lead supervisor, an Operations Officer (Education), an Operations Officer (Engineer) and an Operations Officer (Analyst). The Team will be supported by a Procurement

Specialist, an Operations Officer (Social Analyst), an Operations Officer (Environment) and Legal Counsel.

It is intended that formal supervision and field visits be undertaken semi-annually. However, special

supervision visits will be undertaken as sites are finalised for approval.

4. The first formal supervision activity will be the PLW. The objective of the PLW is to review the

implementation arrangements, train the project management team in the use of CDB’s fiduciary management and procurement systems, and discuss project supervision issues. The PLW is scheduled for

the third quarter of 2015. Arrangements will be finalised after the confirmation by GOS that all project

management arrangements are in place, that is, the PSC has been established; and the CE and the ES have been appointed. Participants at PLW will include key stakeholders of the Ministries of Finance, Education,

Labour, Regional Development, Public Works and Legal Affairs, BNO, PSC members, and officers of

PMU.

5. The Portfolio Manager, SSD and Operations Officer (Education) will provide support in the

finalisation of TORs for the various consultancy assignments and will provide specific support in advising

on meeting the standards for the award of CVQs as established in the Regional TVET Strategy.

6. The training provided during PLW on the Bank’s financial management and procurement

procedures and guidelines will be augmented during the semi-annual supervision visits and support will be provided on a timely basis to respond to the client’s needs.

APPENDIX 6.4

Page 2 of 3

7. The Supervision Coordinator will coordinate CDB’s team to ensure that project implementation is

consistent with the requirements as specified in the Procurement Plan, Terms and Conditions and other legal documents. The supervision team will prepare annual Project Supervision Reports identifying the

status of project implementation and any issue requiring the resolution of management. On completion of

the project or after 90% of the funds have been disbursed, Staff will conduct an Exit Workshop to assess

project results, discuss implementation issues and identify lessons. A draft Project Completion Report (PCR) will be prepared and discussed with the client during the Exit Workshop. The final PCR will be

validated by the Office of Independent Evaluation (OIE). Staff will prepare a Management response to the

OIE’s validation report. The validation report and management’s response will be presented the APEC.

TABLE 1: STAFF SKILLS REQUIRED

TIME FOCUS SKILLS NEEDED RESOURCE ESTIMATE

First 12

Months Support with satisfying

conditions precedent

Legal

Procurement

Legal Counsel–1 Staff

Week(SW)

Procurement Specialist–1 SW

Supervision Coordinator–3SW

Support with finalising site selection

Support with stakeholder consultation

Technical – Engineering,

Environment and Education

Social

Education

Operations Officer (Eng.) 4 SW

Operations Officer (Env.) 4SW

Education 4SW

Social Analyst – 4SW

PLW Legal

Procurement

Project Management

Financial Management

Technical-Education and Engineering

Implementation Issues

Legal Counsel–1SW


Claims Disbursement Officer–

1SW

Operations Officer (Engineer)–1SW


Operations Officer (Education)

2SW

Administrative Staff–2SW

Monitoring of Project Implementation and Results

Contract Management Support–preparation of

TORs, review of contract

documents, evaluation of

reports

Review of monthly and quarterly reports

Preparation of Project Supervision Reports

Claims Processing

Education

Procurement


Legal

Supervision Coordinator–4 SW

Operations Officer (Education)

4SW

Operations Officer(Engineer)

4SW

Claims Disbursement Officer–1SW

Legal Counsel–0.5SW

PLAN REVIEW AFTER 6 MONTHS AND 12 MONTHS

12–27months Monitoring of Project

Implementation, risks and

results

Claims review and

Disbursement

Education


Legal

Engineering


p.a.

Operations Officer (Engineer 2

SW p.a.


3SW p.a.

APPENDIX 6.4

Page 3 of 3

TIME FOCUS SKILLS NEEDED RESOURCE ESTIMATE

Contract management

support–preparation of TORs,

review of contract documents,

evaluation of reports

Review of monthly and

quarterly reports

Preparation of Project Supervision reports

Visit to construction site

Education

Procurement

Legal

Engineering


p.a.

Legal counsel–1 SW p.a

Operations Officer (Engineer)–4

SW p.a


p.a.

Procurement support–prior

reviews etc.

Procurement

Education

Operations Officer (Engineer)–

3SW p.a.


p.a.

Procurement Specialist–0.5SW

p.a.

Monitoring of compliance

with legal covenants

Education

Legal


p.a.


1SW p.a.

Legal 0.5SW p.a.

Preparation of Project

Supervision report-annually

Education

Engineering



1SW p.a.


p.a.


1SW p.a.

Divisional/Management Review

2SW

Preparation of PCR and Exit

Workshop

Education

Legal


Procurement

Engineering

Supervision Coordinator-4SW

Operations Officer (Engineer)–1

SW

Administrative Officer–2SW

PLAN REVIEW AND MODIFICATION, IF NECESSARY

APPENDIX 6.5

ESTIMATED QUARTERLY DISBURSEMENTS – CDB LOAN

(‘000)

Year Quarters OCR SFR Interest and

Commitment Fees

Total

Disbursements

Cumulative

Disbursements

2015 1 - - - - -

2 - - 104 104 104 3 - - 139 139 243

4 138 152 141 431 674

674

2016 1 265 840 145 1,250 1,924

2 210 780 152 1,142 3,066

3 196 764 158 1,118 4,184 4 196 764 165 1,125 5,309

4,635

2017 1 4,440 1,470 183 6,093 11,402

2 5,322 900 225 6,447 17,849

3 5,322 900 270 6,492 24,341

4 4,258 720 312 5,290 29,631 24,322

2018 1 7,322 691 356 8,369 38,000 2 8,886 820 418 10,124 48,124

3 7,824 640 486 8,950 57,074

4 6,257 511 544 7,312 64,386 34,755

2019 1 3,523 307 585 4,415 68,801

2 491 64 603 1,158 69,959 3 491 64 606 1,161 71,120

4 590 77 608 1,275 72,395

8,009

Grand Total 55,731 10,464 6,200 72,395

APPENDIX 6.6

PROCUREMENT PLAN



APPENDIX 6.7

REPORTING REQUIREMENTS

REPORT TIME OF SUBMISSION

1. Monthly Progress Report on construction

sub-project implementation, prepared by the Design and Construction Supervision

Consultant/PM.

Within six weeks after the end of each calendar

month until construction is completed, commencing one month after the start date as defined in the

construction contract.

2. Quarterly Report on overall implementation status of the Project (including progress on

each Project component) prepared by

ES/PM.

Within six weeks of the end of each quarter;

commencing the end of the first full quarter following the project launch, and continuing until

submission of the Project Completion Report (item

8 below). Quarterly reports from the ES to be submitted to PM will contribute to the completion of

this report and should be submitted with the report

as appendices.

3. Tender Evaluation Reports prepared by Design and Construction Supervision

Consultant/PM.

Within three weeks of the closing date for the tender packages. Reports may be prepared as required by

country systems.

4. Quarterly Report on Investment Costs of the

project prepared by PM.

Within six weeks of the end of each quarter (as per

item 2 above).

1. Monthly Progress Report prepared by

Project Engineering Consultant.

No later than the 10th day of the month for the work

accomplished in the preceding month. Monthly

reports shall include monitoring of the ESMP.

6. Contract Completion Reports prepared by

the Design and Construction Supervision

Consultant.

Within three months after the date of issue by the consultants of a Taking-Over Certificate for the

construction works under each contract. The

Reports shall include as-built drawings.

7. Other Consultants’ Reports on institutional

strengthening and training activities,

coordinated by ES and submitted by PM. As per TORs.

8. Project Completion Report (PCR) prepared

by PM, in collaboration with PE and ES.

Within three months after the expiration of the Defects Liability Period for the final civil works

contract.

9. Audited Financial Reports.

Within 120 days of the end of the financial year. Reports to be prepared by independent auditors. A

Management report should also be forwarded.

10. Maintenance Plan updates to be submitted by BNO.

Not later than six months after the completion and

commissioning of each centre, and by September 30 of each year thereafter.

11. Annual Report on outcome indicators being

monitored to be submitted by MINOV.

Within two months after the end of each academic

year.

12. CDB’s Project Completion Report.

Within two months of receipt of the overall

Completion Report at item 8 above.

PP

EN

DIX

5.7

REPORT ON INVESTMENT COST OF PROJECT

($'000)

Elements of Project

Expenditure

for this

Quarter

Cumulative

Expenditure

to Date

Estimated

Expenditure to

Complete

Project

Lastest

Estimate of

Expenditure

Project

Estimate as per

Appraisal

Report

Expenditure

Variance

Favourable/

(Adverse)

Comments/Reasons

for Adverse Variance

and Financing

Proposals to Meet

Cost Overrun

Ending Ending Ending

(1) (2) (3) (4)1 (4)2 (4)3 (5) (6) (7) (8) (9)

1. Enhanced Learning Environment:

(a) Land 15,970

(b) Building and Civil Works

(i) Practical Instruction Centres (PICs) 24,420

(ii) Residential - teacher accommodation 2,540

(c)Furniture, Equipment and Tools

(i) Practical Instruction Centres (PICs) 19,800

(ii) Residential - teacher accommodation 304

(d) Design and Construction Supervision Services 4,132

2. Institutional Capacity for Instructional Effectiveness:

Consultancies

(a) Competency-based curriculum revision and development 990

(b) Revsion of Services curriculum 160

(c) Second language acquisition strategies 754

(d) Teacher traning programme-remote locations 925

(e) Professional Development/Study Tours 1,155

3. Enhanced Capacity for Quality TVET Service Delivery:

(a) National Qualifications Framework 614

(b) Public Education and Awareness Strategy 551

(c) M&E Capacity in Bureau of TVET 365

(d) Maintenance Policy and Plan for PICs 400

(e)Institutional and Functional Operation of PICs 231

4. Project Preparation - Reform of TVET System 17,820

5. Enhanced Community Competence:

Community and Continuing Education 498

6. Project Management 8,306

Base Cost 99,935

7. Physical Contingency 7,455

8. Price Contingency 7,275

Total Cost before Financing Charges 114,665

9. IDI 4,680

10. Commitment Charges 1,520

Total Cost 120,865

CDB

OCR 61,271

SFR 11,124

GOS 48,470

Projected Expenditure for the

Quarter

AP

PE

ND

IX 6

.8

APPENDIX 6.8

Page 2 of 2

GUIDELINES FOR COMPLETION OF

REPORT ON INVESTMENT COST OF PROJECT

1. Elements of Project – The elements of the project as outlined in the Appraisal Report must be

recorded in this column. If it becomes necessary to further sub-divide the main elements of the

project, then the sub-elements should be grouped to facilitate the determination of the expenditure related to the main elements identified in the Appraisal Report.

2. Expenditure for this Quarter – The expenditure incurred in the quarter to which the report relates in respect of each element of the project must be recorded in this column.

3. Cumulative Expenditure to Date – The expenditure incurred in respect of each element of the project from the commencement of the project to the end of the quarter to which the report relates

must be recorded in this column.

4. Projected Expenditure for Quarter – An estimate of the expenditure to be incurred in each of the next three quarters must be recorded in the columns 41, 42, and 43.

5. Estimate of Expenditure to Complete Project –This column should be completed only in respect of those elements of the project, construction/installation of which stretches beyond three quarters

from the end of the quarter to which the report relates. Where a project extends over more than

one year - four quarters - an estimate of the expenditure to be incurred in the period subsequent to the year must be recorded in this column.

6. Latest Estimate of Expenditure – The amounts to be recorded in this column should be derived by

adding columns 3, 4123, and 5. The amounts recorded in this column should be the best estimate of expenditure to be incurred in respect of each element of the project. These amounts may be less or

greater than the appraised expenditure.

7. Project Estimates as per Appraisal Report – The estimate of expenditure to be incurred in respect

of each element of the project, as outlined in the Appraisal Report, must be recorded in this column.

8. Variance – The difference between columns 6 and 7 must be recorded in this column. Where the amount in column 6 is less than that in column 7, there is a favourable variance results. An

adverse variance results where the amount in column 6 is greater than that in column 7.

9. Comments – An explanation should be given for each variance which is more than 10% of the

project estimates as per Appraisal Report.