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Report No. 5470a-DO

D C-INICAN REPUBLIC

STAFF APPRAISAL REPORT

VOCATIONAL TRAINING PROJECT

April 30, 1985

Projects DepartmentLatin America and Caribbean Regional Office

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

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CURRENCY EQUIVALENTS

Dominican Peso = DR$US$1.00 = DR$3.0

(Estimated average of floating unified exchange rateintroduced in January 1985)

FISCAL YEAR

January 1 - December 31

SCHOOL YEAR

October 1 - July 30

GLOSSARY

INFOTEP National Institute for Vocational TrainingMOL Ministry of LaborRCLC Rural Community Learning CentersUNDP United Nations Development Program

MEASURES

1 meter = 3.28 feet1 sq. meter tm2) = 10.8 sq. feet1 kilometer (Km) = 0.62 miles

1 sq. kilomter (Km2) = 0.39 sq. miles1 hectare (ha) = 2. 47 acres

FOn omciL USE ONLYDOMINICAN REPUBLIC


Table of Contents

Page No.

BASIC DATA ........................................................ i

LOAN AND PROJECT SUMMARY .......................................... ii

I. THE VOCATIONAL TRAINING S Y STEM .............................. IGeneral .................................. ICharacteristics of the Vocational Training System and itsInstitutional Framework .................................... 1

The Vocational Training System's Performance and Issues ..... 2St-rategy for Improving the System .......................... 2

Coordination and Decentralization of Training Activities. 3Quality of Training ...................................... 3Adequacy of Training ..................................... 3

Bank Participation in the Education Sector .................. 4

II. THE PROJECT ................................................. 4Background .................... ? ............................. 4Project Objectives . . . 5Project Components . . . 5

Objective 1: Strengthen INFOTEP's Role of Coordinating,Regulating and Monitoring the Vocational TrainingSystem ................................................ 6

Planning of Vocational Training System .... 6Training Standard and Certification Services .... 6Occupational Analyses and Course Content .... 6Supervision of Training Courses . . . . 6

Objective 2: Expand Coverage and Improve the Quality ofthe Vocational Training System .... 6

Instructor Training Program .... 6Trainee Follow-up and Placement . . . . 6Expansion of Training Opportunities .... 7INFOTEP's Advisory Services for Enterprises

Requiring Systematic On-the-Job Training Programs.. 8Project Costs and Financing .... 8

Costs ... 8Financing ............................................. 8

Project Implementation .... 9Executing Agency ........ ............................ 9Procurement ............................................. 9Disbursement ............................................ 10

Accounting and Auditing Procedures ..... .................... 10Monitoring and Evaluation ...... ......................... 11

This report is based on the findings of an appraisal mission that visited theDominican Republic in October 1984. The mission consisted of Messrs.Luis Pisani (Vocational Training Specialist, Mission Leader), Stavros Apergis(Senior Economist) and John St. Germain (Architect). Mr. Jean-PierreJacqmotte (Senior Loan Officer) also assisted in the mission. A contributionto the auditing and accounting system of INFOTEP was made by Mr. AngelGonzalez-Malaxechevarria (Senior Financial Management Specialist) in March1985.

This document has a resticted distribution and may be used by recpients only in the performance oftheir offici duties Its contents may not otherwise be disclsed without World lBank authorization.

Table of Contents (Continued)

Page No.

III. PROJECT BENEFITS, RISKS AND PROPOSED MEASURES ............... 11Benefits ............. ... 0.... ..0... * ........................ 1

Institutional Development ................ ............... 11Improvement in Coverage ............ .......... 11Improvement in Quality .. .... ............................ 11

Risks and Proposed Measures ..................... ........... 11INFOTEP's Ability tu Coordinate and Monitor the System... 12INFOTEP's Allocation of Resources to SupportCollaborating Institutions ......... . .................. 12

IV. AGREEMENTS REACHED AND RECOMMENDATIONS ..................... 12

ANNEXES

1 Comparative Education Indicators ............................ 142 Structure of the Formal and Nonformal System of Education

and Training ........................................................ 163 Estimates of Skilled Labor Demand and Supply by Economic

Subsector 1983-1987 ................................................... 174 Estimates of In-service Training Demand and Supply by

Economic Subsector 1983-1987 ............................... 185 Correlation between the Main Functions of the Vocational

Training System and Project Objectives and Components..... 196 Summary of Technical Assistance Requirements 207 Technical Assistance: Summary of Job Descriptions 218 Description of Fellowships.*.*.. ....... .... ... s............ 239 Training Standards and Certification 2410 Outline for Implementation of Occupational Analyses 2711 Summary of the Instructor Training Program .2812 Outline for Trainee Follow-Up and Placement Service 2913 Project Enrollment and Output ................tu..............t 3014 Training Centers Enrollments and Annual Outputs ............. 3115 Mobile Training Programs, Enrollments and Annual Outputs 3216 Estimated Cost by Project Component ......................... 3317 Project Costs by Category of Expenditures ................... 3418- Unit Cost Compari3ons ...................................... . 3519 Summary of Project Financing by Category and Origin of

Resources ............................................................ 3620 Implementation Schedule ....................... ........... 3721 Historic and Projected INFOTEP Finances ..................... 3822 Methods of Procurement by Project Category ................. 4023 Estimated Disbursement Schedule ................ e............. 4124 Categories, Amounts and Percentages to be Financed by the

Loan ............................................. ........... 4225 INFOTEP's Independent Audit Situa tion......... 4326 Indicators for Project Monitoring and Evaluation .... .. 4427 Related Documents and Data Available in the Project File.... 46

MAP

DOMINICAN REPUBLICVOCATIONAL TRAINING PROJECT

BASIC DATA

Literacy Rate

Urban 80%Rural 57%

Including ExcludingEnrollment Ratios Overage Overage

Primary Education 109% 80%- in urban areas 118% 842- in rural areas 101% 77%Secondary Education 41% 30%

Education Finance

Share of Education in Central Government Expenditures 13.0%Education Expenditures as Proportion of GDP 2.9%- Public 2. 3- Private 0.6%

Source: Government data and Bank estimates.

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DOMINICAN REPUBLIC


LOAN AND PROJECT SUMMARY

Borrower: The Dominican Republic.

Beneficiary: Instituto Nacional de Formacion Tecnico Profesional (INFOTEP).

Amount: US$5.8 million equivalent.

Terms: Repayable over 17 years, including 4 years of grace, at thestandard variable interest rate.

RelendingTerms: The Bank loan would be made available to INFOTEP as a grant,

under a subsidiary financing agreement between the borrowerand INFOTEP.

ProjectDescription: The purposes of the project are to:

(i) Strengthen INFOTEP's role and capabilities to coordinate,regulate and monitor developments in vocational training.The proposed project would provide technical assistance(47 staffmonths of consultants services and eightstaffmonths of fellowships) to (1) enhance INFOTEPplanning services and management, (ii) develop a trainingstandard and certification system, (iii) improve coursecontent, and (iv) organize the technical supervision ofall vocational training courses;

(2) Assist the vocational training system, directly and±indirectly, through INFOTEP, to respond effectively bothin quality and quantity, to anticipated skillrequirements. The proposed project would (1) expand thecapacity to upgrade and train about 990 instructorsthrough the organization of about 57 courses;(ii) establish a trainee follow up and p'ltcement system;(iii) increase the pre-service training for about 850additional unskilled workers; (iv) increase the in-service training for about 5,500 additional skilledworkers and supervisors; (v) establish a pilot productiontraining center to provide training for about 900 lowincome workers engaged in the informal sector of theeconomy; and (vi) enhance INFOTEP training advisoryservices to assist about 560 enterprises in the trainingof about 1,800 supervisors and anagers.. Therefore, theproject would provide for construction or expansion andequipment of three vocational training centers, forcomplementary training equipment for other collaboratingtraining institutions, for the establishment of a mobiletraining program through the acquisition of 14 mobilesets of training equipment and about 8 light vehicles,and for technical assistance (59 staffmon:bs ofconsultants services and 156 staffconths of fellowships).

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Risks: No significant risks are associated with the technicalimplementation of the project.

LOCAL FOREIGN TOTAL------ US$ million…--------

Project Cost:

A. Technical Assistance Program to Strengthen 0.1 0.4 0.5INFOTEP's Planning, Technical andAdministrative Capacity

B. Program to Expand the Coverageand Quality of Training:

Santo Domingo Training Center 1.2 2.3 3.6Completion - Santiago Training Center 0.1 0.1 0.2Mobile Vocational Training Program 0.3 1.5 1.8Pilot Production Training Center 0.0 a/ 0.0 bl 0.0 c/Training and Advisory Services d/ 0.3 0.0 0.3

C. Project Administration 0.1 0.3 0.4

Total Base Cost 2.2 4.6 6.8

Physical Contingencies 0.2 0.5 0.7Price Contingencies 0.5 0.4 0.9

Subtotal 0.7 97^ ___

Total Project Cost 2.9 5.5 8.4

Financing Plan: LOCAL FOREIGN TOTAL _

INFOTEP 2.3 - 2.3 28IBRD 0.6 5.2 5.8 69UiNDP 0.0 0.2 0.2 2Spain 0.0 0.1 0.1 I

Total 2.9 5.5 8.4 100

Estimated Disbursements: ---------- US$ million----- --Bank FY FY86 FY87 FY88 FY89 FY90

Annual 0.5 2.4 2.4 0.3 0.2Cumulative 0.5 2.9 5.3 5.6 5.8

Rate of Return: Not applicable.

a/ This figure is 0.017.b/ This figure is 0.012.c/ This figure is 0.039.d/ This includes instructor training, follow-up and placement services,

training of supervisors and advisory services for enterprises.

I. THE VOCATIONAL TRAINING SYSTEM

General

1.01 The slowdown in growth plaguing the economy in recent years hasmade the chronic unemployment problem acute. Open unemployment is estimatedat about 22% of the 2 million labor force and disguised unemployment may betwice that. The situation is especially severe in urban areas where previouspro-urban policies had attracted new workers. Nearly 60% of workers now livein cities. Moreover, the Government's adjustment program will reduce thesubsidies and employment opportunities in the public sector and throw agreater share of the adjustment to harsh external realities upon theshoulders of the urban poor.

1.02 One element of the open and disguised unemployment problem is themismatch between the existing supply of skills of the labor force and thedemand. The demand for skilled workers in industry, agroindustry,construction and services (tourism in particular) is projected to grow morerapidly than the demand for unskilled labor. Given the preponderance ofsupply in the low skill segment of the market and the scarcity in the higherskill end, any resumption of economic growth is likely to be characterized bya widening wage gap between skilled and unskilled workers. Thus, not onlywill the short supply of skilled workers dampen growth, the structure of thelabor market will contribute to a worsening of income distribution whengrowth resumes. Vocational training can mitigate both phenomena.

Characteristics of the Vocational Training System and its InstitutionalFramework

1.03 The Ministry of Education provides, through a variety of means(secondary education, special courses and technical schools), education withsome vocational content to about 10,000 students. However, this training ismerely of a pre-vocational nature since most of the graduates either advanceto higher education or enter the job market in areas different from thosethey were trained for. Annex 2 indicates the structure of the formal andnon-formal system of education and training.

1.04 Vocational training proper is provided by a variety of private andpublic institutions (Ministry of Agriculture, Armed Forces, Social SecurityInstitute, INFOTEP). Most institutions provide pre-service training, i.e.,before entrance into the job market, to trainees who, in most cases, havedropped out of the formal education system (at elementary or secondary level)and in some cases, are adults without skills. Current enrollment in theseprograms amounts to about 5,000 students who graduate as technicians ormostly as certified skilled workers or craftsmen. Of this total, privateinstitutions absorb about 1,200 students and INFOTEP about 1,000. The ArmedForces with 11 centers, the Ministry of Agriculture with four centers and theprivate institutions provide for some regional coverage. The programs of theArmed Forces, Social Security Institute and INFOTEP are mainly orientedtoward metal mechanics, construction and electricity, while the agriculturalsector is served by the limited vocational training capacity of the Ministryof Agriculture.

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1.05 In-service training, which has existed only since 1983, is providedby INFOTEP to about 4,000 trainees. These in-service training programs,although also covering the above mentioned areas of specialization, emphasizetraining in the services and agricultural sectors. These are provided byINFOTEP's own instructors or by other training institutions supported,technically and financially, by INFOTEP, and include training of supervisorsand production engineers in private enterprises.

The Vocational Training System's Performance and Issues

1.06 The country's present capacity to retrain employed workers andupgrade their skills represents less than one-fifth of the expected demand,with these shortfalls being very critical to the services, agricultural andmetal mechanics sectors. The same projections indicate that, by 1987, thedemand for new skilled manpower (i.e., entering the job market) will exceedthe current training capacity of the country by about 10X. Clearly there isa need to expand the vocational training capacity, particularly in the areaof in-service training. Annexes 3 and 4 show rough estimates of personnelrequirement for the 1983-87 period.

1.07 In addition, the pre-service training, as now conceived and run,has problems with the relevance and quality of its programs. Because of lackof analyses and forecast of changes in the labor market, the content andcomposition of the vocational training programs offered by the institutionsbear no relationship to market demands. This results in enterprisespreferring to hire unskilled manpower and providing ad hoc on-the-jobtraining, and in high unemployment among the graduates of the pre-servicetraining programs. This problem is compounded by lack of coordination amongthe institutions, resulting in duplications and gaps in programs and locationof facilities; by poorly qualified instructors who lack relevant industrialexperience; and by the poor quality of the equipment and materials used intraining.

Strategy for Improving the System

1.08 In order to structure the vocational training activities, increasetheir output and improve the adequacy of the training, the Government createdINFOTEP in 1980.1/ INFOTEP's mandate consists of (i) regulating,coordinating and monitoring all vocational training activities in thecountry; (ii) supporting the activities of existing training institutions;and (iii) complementing existing training activities where and when needed.This initiative received the support of the business community and tradeunions who are represented on INFOTEP's Board and finance, through payrolllevies, its operations. Besides enterprises and unions, the Ministries ofLabour, Education and Armed Forces are represented on the Board. The Boardis assisted, in technical matters, by a National Advisory Committee composedof representatives of enterprises and trade unions and of Government agenciesas the subject matter requires.

1/ The promulgation of Law 116 of January 1980 establishing INFOTEP was inpart the result of the Second Education Project (Loan 1142-DO) of 1975(para. 1.13).

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1.09 Since its inceptlon INFOTEP has received technical assistance fromultilateral as well as bilateral sources. This has allowed INFOTEP toestablish itself as an Institution, to produce a preliminary medium-termdevelopment plan for vocational training, and start implementing vocationaltraining programs, mainly at the in-service level. However, it still doesnot have the technical capability and expertise to analyze the labor marketand forecast changes adequately; nor does it have the capacity to implement aplan resulting from such analyses. Also, it does not have the capabilitiesand facilities to complement the shortfall of existing training capacitiesadequately and to monitor the impact of the training rrograms.

1.10 Coordination and Decentralization of the Training Activities.INFOTEP intends to Improve its capacities to analyze and forecast labormarket requirements, and to monitor the impact of training provided. Thesewould enable INFOTEP to assist other institutions in planning andcoordinating their training activities both through direct advice andselective support of programs of institutions, and through coordinatingmechanisms such as INFOTEP's Board and aectoral technical advisorycomittees, which will comprise representatives of training Institutions,employers' organizations and trade unions. The guidelines for theestablishment of sectoral technical advisory committees at the regional levelwould be submitted to the Bank for comments by not later than June 30, 1986,and thereafter INFOTEP would promptly establish such committees. The use ofcommon trade standards, to be established by INFOTEP, would allow employersand training institutions to identify timely the need for additional trainingof employed workers and, at the same time, improve the targeting of programsby institutions. Creation of job placement services would enhance theintegration of graduates into the labor market and into jobs corresponding totheir skills.

1.11 Quality of Training. In order for INFOTEP to contribute to raisingthe quality of training, It plans to build up a capability to train its owninstructors, and those from other institutions and private enterprises,whether new or experlenced. Occupational analyses of all important trades byINPOTEP should provide a basis for all training institutions to adjust andupgrade course contents. Supervision of all training activities, based onpre-established norms and regulations, would become a continuous function ofINFOTEP and will require training of qualified supervisors. Finally, throughexpanded but selective support of other institutions' programs (material,equipment, instructional programs and technical assistance) INFOTEP will beable to influence the relevance and quality of the courses; an action plan tothat effect would be prepared by INFOTEP and submitted to the Bank forcomment by March 31, 1986, and promptly thereafter implemented.

1.12 Adequacy of Training. INFOTEP aims at contrlbuting to theexpansion of the training capacity, mainly in the area of in-service trainingwhere the shortfall of the existing capacity is the greatest. It will expandits own training capacity, as well as encouraging other training institutionsto expand in-service courses with adequate support of INFOTEP, and willassist private enterprises in setting up and running internal courses. Inaddition, the creation of a mobile training program by INFOTEP will not onlyincrease the training capacity but also increase flexibility in meeting thetraining needs of a wider range of geographic locations.

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Bank Participation in the Education Sector

1 13 The Bank Groug has financed two education projects in the DominicanRepublic: a Pirst Education Project, supported by an IDA credlt of US$4million, was signed In February 1971 (Credit 235-DO); a Second EducationProject, supported by a loan of US$8 million, was signed in July 1975 (Loan1142-DO). Another Education Project, focusing on rural prlmary education hasbeen appraised, but was dropped by the Government from its Investment programas part of its financial adjustment easures.

1 14 The first project aimed at preparing and Implementing a reform ofthe education system by improving the quallty and content of secondaryeducation and tralning of prlary teachers, and by preparing a comprehensivelong-term plan for educational development. At completion2/ (April 1977),the project had provided a modern, well-equipped and geogra-phically balancedphysical setting for secondary schools and primary teachers' trainingcolleges. The reform of secondary schools suffered from implementationdelays, and thus, had only a partial Impact. The educatlonal planning wasnot finalized and the reform of secondary education (structure andcurriculum) was only partly completed and lplemented, indicating the needfor detailed pre-established job descriptlons and timetables allowingeffectlve supervision and evaluation of consultants' work In future projects.

1.15 The second project was designed to address the most Importantissues of rural basic education and vocational training, includingagriculture. The project aimed at the rationalization of the physicaldistribution of rural primary education and provided, to that effect, forconstruction or expansion and equipment of rural community learning centers(RCLC), as well as of agricultural and other voeational training centers, andincluded a technical assistance component for upgradlg program for teachersin the RCLCs. At completion 3/ (December 1983) the rationalization of therural primary education had been achleved by the creation of the RCLCs,complemented by the primary teachers' upgradlg programs; four agrlculturaland three other vocational training centers were established; and, also,INFOTEP was created, which prepared a prelimlnary medlum-tetm developmentplan, a first step toward a sustained improvement of the vocational trainingsystem.

II. THE PROJECT

Background

2.01 The Government of the Dominican Republic has requested the Bank'sassiseance in financing a five-year project aimed at improving the country'svocational training system, through increasing INFOTEP's capacity tocoordinate, regulate, monitor and decentralize vocational trainingactivities, and to improve the quality of and expand the vocational trainingsystem.

2.02 The proposed project would help the Government's developmentefforts oriented to more intensive use of the country's iatural resources (inagriculture, tourism and resource-based manufacturing). It would contribute

2/ Project Performance Audit Report (No. 2021), April 11, 1978, and ProjectCompletion Report of the same date.

3/ Project Completion Report of August 15, 1984.

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to increasing labor productivity and reducing unemployment. Anotherimportant feature of the government pollcy that this project would support isproducing Incentives for ruglonal development in order to slow workermigration to the major cities and promote a more equitable distribution ofdevelopment benefits.

2.03 The Bank's support of the proposed project is justifled because:(i) it would contribute to an overall improvement and more rationalutilization of the Dominican Republic's vocational training system; (li) itwould aid the Government's efforts to improve worker productivity andregional distribution of employment; (ili) it would contribute to enhancingexports and to attracting foreign Investment; (lv) it is feasible in terms offinancial and admlnistrative capacities of the borrower and the implementingagency; and (v) it would complement the Bank's previous involvement ininstitution building In the area of education and vocatlonal training.

2.04 A subsector study4/ mission visited the Dominican Republic InFebruary 1984, followed by preparatlon/pre-appraisal miselon In June 1984.The project was appraised durlng October 1984. Negotiations were held InWashington, D.C. on April 15 and 16, 1985. The Borrower and the Beneficiarywere represented by a delegation led by Dr. Pedro Franco Badia, Secretary ofLabour.

Project Objectives

2.05 As noted above, the project has two major objectives: (a) toenable INFOTEP to coordinate, regulate and monitor developments ln thevocational training system; and (b) to expand INFOTEP's capacity to provide,directly and indirectly, appropriate training In response to anticipatedskilled worker requirements.

Project Components

2.06 With regard to achieving the first objective, the proposed projectwould provide technical assistance (47 staffsonths of consultants servicesand eight staffmonths of fellowships) to INFOTEP to (i) enhance INFOTEPplanning services and management; (il) develop a training standard andcertlfication system, (iii) improve course content, and (iv) organize thetechnical supervision of all vocational training courses. Concerning thesecond objective, the proposed project would (i) expand the capacity toupgrade and train about 990 instructors through the organizatlon of about 57courses; (ii) establish a trainee followup and placement system; (iii)increase the pre-service training for about 850 additional unskilled workers;(iv) increase the in-service training to about 5,500 additional skilledvorkers and supervisors; (v) establish a pilot production tralinng center toprovide training for about 900 low income workers engaged In the informalsector of the economy; and (vi) enhance INFOTEP's training advisory servicesto assist about 560 enterprises in the training of about 1,800 supervisorsand managers. Therefore, the project would provide for construction orexpansion and equipment of three vocational training centers, forcomplementary training equipment for other collaborative tralningInstitutions, for the establishment of a mobile training program through theacquisition of 14 mobile sets of training equipment and about eig..t lightvehicles, and for technical assistance (59 staffmonths of consultantsservices and 156 staffmonths of fellowships). Annex 5 shows the correlationbetween the main

4/ Vocational Training Subsector Memorandum, Report 5148-DO.

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function of the vocational training system and project objectives andcomponents. Annexes 6-15 provide further details on the description of theproject components.

Objective 1: Strengthen INFOTEP's Role of Coordinating, Regulating andMonitoring the Vocational Training System.

2.07 Planning of Vocational Training System. The proposed project wouldinclude expert services and fellowships to provide assistance and training tomanagerial and technical personnel of INFOTEP, and to develop the appropriatemechanisms for planning and oricnting the vocational training activities ofthe system components. To these ends, 55 staffmonths of technicalassistance, of which 24 staffmonths will be financed by UNDP, have beenincluded in the project. (See Annexes 7 and 8.)

2.08 Training Standard and Certification Services. With support ofconsultant services (three staffmonths) and a fe-llowship financed by theproject, INFOTEP would develop a trade testing system based on trainingstandards for recognized, skilled occupations. This would allow themonitoring of training quality and relevance by targeting courses to providetraining in required skills; it would also motivate workers to attend theprescribed courses in order to obtain a certification of the level of skillsacquired. (See Annex 9).

2.09 Occupational Analyses and Course Content. To increase therelevance of training to labor market requirements and to standardizetraining programs, the project would include: occupational studies in 35occupations, preparation of 320 training modules, and experimentation withmodern training methods. Occupational analysis would be the basis for thepreparation of syllabi for different training modules, allowing workers toattend successive courses according to their specific training needs. Tothese ends the project includes consultant services (three staffmonths) and afellowship. (See Annex 10).

2.10 Supervision of Training Courses. Supervision of all coursesprovided by the different institutions would be organized as a permanentINFOTEP function, and executed by qualified personnel to ensure that programsare implemented following pre-established standards and methodologies. Theavailability and quality of equipment, tools, training facilities andtraining materials would be assessed, as well as trainers' skills andperformance. The project includes consultant services and a fellowship tothis end.

Objective 2: Expand Coverage and Improve the Quality of the VocationalTraining System.

2.11 Instructor Training Program. The project would finance 57 trainingcourses for instructors of INFOTEP and collaborating institutions. INFOTEPspecialists, assisted by experts financed by the project, would train about400 new full-time and part-time instructors and about 590 experiencedinstructors. (See Annex 11).

2.12 Trainee Follow-up and Placement. Selective follow-up of graduateswould be organized to obtain feedback on the impact of the training onworkers' employment, income and performance. (See Annex 12). Placementservices and training agency-employer committees would facilitate the

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employment of new graduates, and help detect changes in needs and spotprogram deficiencies. To that effect the project would provide consultantservices and fellowships. Specific follow-up studies, financed by theproject, of the graduates of the proposed pilot production center for theinformal sector occupation will be carried out to provide a basis fordeciding about future expansion; such studies would be prepared by INFOTEP inconsultation with the Bank and the results would be presented to the Bank forcomment and discussions by December 31, 1987, and promptly thereafterimplemented.

2.13 Expansion of Training Opportunities. The proposed project, whenfully operational in 1990, would axpand the country's yearly trainingcapacity to supply pre-service training for about 850 additional trainees,and in-service training for about 7,300 additional active workers andsupervisors representing about 25Z of the target group. Of this total, 5,000trainees would be reached through the mobile training program, 1,800 throughtraining services and 500 through training centers. (See Annexes 13-14). Inaddition, a pilot production training center would be established in a suburbof Santo Domingo offering training opportunities to about 900 low-incomeworkers engaged in informal sector trades, which would allow them to earnsome income from the sale of items produced during training. Pre-servicetraining would mainly be expanded in agriculture and metal-mechanics.In-service training would be expanded about equally in industry, agricultureand service sectors, and to a lesser extent in the construction sector. Inaddition, the in-service training capacity would be further increasedsubstantially by private firms using the trainers/supervisors trained byINFOTEP, and by shifts, promoted by INFOTEP, in other institutions' programstowards in-service training. Furthermore, expansion of training capacitieswould take place through creation or expansion of vocational training centersand mobile training programs.

2.14 The project would provide financing of construction, furniture andequipment for INFOTEP's training center in Santo Domingo, and completion ofthe Santiago center, owned by the Ministry of Education, but to be used inpart by INFOTEP under a formal agreement between the two parties. Theproject would also provide equipment and furniture for the pilotproduction-training center, and finance the replacement of obsolete equipmentand provide additional equipment for one small existing training center inSanto Domingo (Herrera), and other selected training institutions. (SeeAnnex 14).

2.15 The proposed project would also enable INFOTEP to operate trainingprograms in small towns and rural communities where fixed centers would notbe economically viable. Financing would be provided for fourteen mobile setsof equipment to provide for or complement existing local physical facilitiesof the comnunities or collaborating training institutions. To that effectINFOTEP will enter into agreements with enterprises or public agencies (suchas the Ministry of Housing, Agriculture or Education) who will share theresponsibility of the courses with INFOTEP and organize the recruitment ofparticipants. The mobile sets would be spe=ialized in industrial sewing,maintenance and metal mechanics, house construction, agricultural mechanics,and food production and preservation. (See Annex 15). This approach, whichhas proven to be successful in other countries of the region under Bankfinanced projects, is characterized by its low cost, high return andflexibility.

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2.16 INFOTEP's Advisory Services for Enterprises Requiring SystematicOn-the-Job Training Programs. INFOTEP would enhance its capacity to assistenterprises in diagnosing training needs and in implementing on-the-jobtraining programs. Courses would be offered to improve skills inorganization, planning, administration, industrial relations, accidentprevention, etc. Supervisors and technicians would be trained as trainers inspecific subjects, where upgrading of skills of workers is needed. By 1988about 560 enterprises would benefit from such assistance, permitting about1,800 supervisors and managers to be trained per year. To that effect, theproject would provide (i) technical assistance for developing trainingprograms in small and medium enterprises; (ii) fellowships for INFOTEPtechnical staff; (iii) audiovisual aids and learning materials; and (iv)printing equipment to produce the instructional materials for the programs.

Project Costs and Financing

2.17 Costs. The total cost of the project (net of taxes) is estimatedat DR$25.1 million or about US$8.4 million equivalent, of which US$5.5million equivalent is foreign exchange (66%). Cost estimates for civil worksare based on tenders received. Equipment and furniture costs are based oninventories of requirements. Costs of technical assistance are assessed onthe basis of terms of reference and a program of consultant deployment.Physical contingencies amount to 10Z of total base cost. Price contingenciesfor local and foreign costs combined amounting to 12% of total base costincluding physical contingencies, are based on estimated inflation rates forlocal costs of 26.6% in 1985, 13 in 1986, 1OZ in 1987, 8X in 1988 and 7% ineach 1989 and 1990, and for foreign costs of 5Z in 1985, 7.52 in 1986, 8% foreach of the years 1987 through 1990. The estimated total cost and local andforeign exchange components by categories for the main project items aresummarized in Annexes 16 and 17. A comparison of unit costs is shown inAnnex 18.

2.18 Financing. The proposed Bank loan of US$5.8 million would finance69% of the total project cost or 94Z of foreign exchange cost and 20% oflocal costs. This level of financing is recommended on the followinggrounds: the reserves acciumalated by INFOTEP to finance in part the proposedproject have lost 55% of their purchasing power since appraisal as aconsequence of the change in exchange rate system and concomittant inflation;because of its ongoing adjustment program, the Government cannot provide thefunds to fill the financing gap. INFOTEP would contribute, mainly fromaccumulated revenues, US$2.3 million equivalent, representing 28% of thetotal project cost; the annual contribution during project implementationwill be reflected in INFOTEP's budget. Under separate arrangements. Line UNDPand the Government of Spain would finance technical assistance for abou.US$0.3 million, which represents some 3X of the total project cost and 6% offoreign exchange costs. A summary of project financing by category andorigin of resources is shown in Annex 19. The Government would pass on theproceeds of the loan as a grant to INFOTEP by a financing agreement,acceptable to the Bank. Execution of the financing agreement would be acondition of effectiveness.

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Project Implementation

2.19 Implementation of the project will be the responsibility ofINFOTEP. A project director has been appointed from the staff of INFOTEP,while the Director General of INFOTEP will have overall projectresponsibility. The appointed project director has qualifications inaccordance with terms of reference satisfactcry to the Bank. INFOTEP wouldmaintain a project director with qualifications satisfactory to the Bankduring project implementation. The project director would be assisted byINFOTEP's planning, technical and administrative directorates and theconstruction department. The project is expected to be implemented in fiveyears, and to be completed by June 30, 1990. Annex 20 shows theimplementation schedule and accumulated completion rates.

2.20 Executing Aency. INFOTEP is a semi-autonomous organization,established by law in 19 0 as the main vocational training entity in thecountry. The headquarters are located in Santo Domingo and it has facilitieswith regional responsibilities in Santo Domingo, Herrera, Santiago and Azua.It is administered by a Tripartite Board, chaired by the Secretary of Labor,and composed of representatives of the Government, employers organizationsand trade unions. The Board is mainly responsible for policymaking, resourceallocation, and review and monitoring of key issues concerning budgeting,staffing, long-term planning and organizational setting. A GeneralDirectorate executes policy, supervises training programs and coordinatesoperations. The institution is organized into five operational units:Finance; Collection; Administration and Personnel; Methods and Operations;and Planning and Studies. The Institute is financed through a payroll levyon public and private enterprises and their employees (contributions of 1%and 0.5X, respectively), representing US$2.1 million equivalent in 1985 andexpected to increase in constant 1985 terms to US$2.5 million equivalent by1989. A specific action plan to increase INFOTEP's income by 2CM in realterms by December 31, 1989, by improving the efficiency of collecting thepayroll levy would be prepared by the Government and submitted to the Bankfor comment by December 31, 1986, and promptly thereafter implemented. From1980 to 1985, INFOTEP's income exceeded operating expenditures, resulting inaccumulated reserves which will be used to finance part of the project. Inearly 1985, INFOTEP's total staff numbered 284 persons and is expected toincrease to 324 by 1989, when the project would be fully operational.INFOTEP's recurrent budget is forecast to increase in constant terms fromUS$1.83 million equivalent in 1985 to US$2.47 million equivalent by 1990,when fully operational. In the intermediary years INFOTEP is expected togenerate surpluses on its income which will complement the revenuesaccumulated through 1985, to finance the project. Annex 21 shows past andprojected INFOTEP finances.

2.21 Procurement. Contracting of civil works is being carried out on thebasis of international competitive bidding (ICB) procedures which are inaccordance with Bank guidelines. Tenders for the first phase of the civilworks, including construction of workshops, sanitary facilities, guard houseand store rooms of the Santo Domingo Regional Center, were received in

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December 1984. The same procedure is being followed in the second phase ofthe construction program, which includes classrooms and offices for the SantoDomingo Regional Center, and in the completion of the Santiago Center ownedb; the Ministry of Education. To the extent possible, contracts forequipment, furniture and other materials would be grouped to form attractivepackages and would be awarded on the basis of ICB in accordance with Bankguidelines, when exceeding US$50,000. Contracts below US$50,000 would beawarded on the basis of competitive bidding advertised locally in accordancewith government procurement practices acceptable to the Bank; such purchaseswould, in aggregate, not exceed US$350,000. In addition, miscellaneous itemsthat cannot be grouped in packages exceeding US$20,000 would be procuredthrough local purchasing on the basis of three price quotations; such localpurchasing would not in aggregate exceed US$300,000. Prior -nk review wouldbe required for contracts exceeding US$100,000. Other contracts would besubject to random review by the Bank after contract award. Contracts fortechnical assistance would be made in accordance with the Bank's guidelines.In the case of ICB, domestic manufacturers would be allowed a preferentialmargin in bid evaluation equal to the prevailing tariff or 15% of the CIF bidprice, whichever is lower. Annex 22 provides the details of procurementmodalities.

2.22 Disbursement. Because of the advanced stage of preparation andimplementation of parts of the project (civil works, equipment procurementand technical assistance), a disbursement profile, which is substantiallydifferent from that of the average education project in the region, has beenadopted which projects fast disbursements of the loan amount. The closingdate would be December 31, 1990. The proposed loan is expected to bedisbursed over a period of about five years to cover: (a) 30% of totalexpenditures for the second phase of the building program which includes partof the Santo Domingo center (classrooms and regional office) and thecompletion of the Santiago Center; (b) 100% of foreign expenditures, and 80Zof local expenditures (excluding taxes) for furniture, equipment andvehicles, including inctallation costs where applicable; and (c) 100% offoreign expenditures for consultant services and fellowships. Disbursementsagainst civil works, fellowships and contracts for furniture and equipmentwith a value of up to US$20,000 each, would be made on the basis ofstatements of expenditure. Related documents would be retained by INFOTEPand would be made available for Bank review. All other expenditures would befully documented. A Special Account, in U.S. dollars, would be financed outof the proceeds of the loan, through an initial deposit and subsequentreplenishment. The initial deposit would amount to US$0.5 millionequivalent. Annex 23 shows the estimated schedule of disbursement bycalendar and Bank fiscal years, and Annex 24 shows the categories, amountsand percentages to be financed by the Loan.

Accounting and Auditing Procedures

2.23 INFOTEP would maintain separate accounts for the project inaccordance with acceptable accounting practices. A summary of projectaccounts, reflecting cumulative expenditures incurred by the end of eachsemester, would accompany progress reports sent to the Bank for information.All INFOTEP accounts, financial statements and statements of expendituresrelevant to the project would be audited annually by independent auditorswith qualifications acceptable to the Bank. The annual auditor's report and

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the certified copies of all relevant financial statements would be remittedto the Bink not later than 120 days after closing of each fiscal year.INFOTEP's current accounting practices and its auditing arrangements areacceptable to the Bank. Similarly, the Government would be required to havethe Special Account audited annually by independent auditors withqualifications acceptable to the lank. Annex 25 shows the INFOTEPindependent audit situation.

2.24 Monitoring and Evaluation. The project director would beresponsible for prepariag periodic progress reports which would provideinformation on the quantitative and qualitative aspects of the project.Forms would be developed to suit the lank's reporting requirements, and therelevant information would be sent quarterly to the Bank. Annex 26 providesa list of main Indicators for project monitoring and evaluation.

2.25 The Directorate of Planning and Evaluation would participate in theevaluation of project implementation; on-the-job performance of a selectednumber of graduates from INFOTEP's and collaborating institutions' trainingprogram would also be evaluated. Knowledge and insights gained from theevaluation process will be fed back into the system for the periodicupgrading of the curricula and course syllabi. A project completion reportwould be prepared by the government within six months of project completion.

III. PROJECT BENEFITS AND RISKS

Benefits

3.01 Building on an initiative started under a previous Bank financedoperation, the project would further the development of the vocationaltraining system through institutional development of INFOTEP, increases incoverage and quality of the vocational trainDig provided, therebycontributing to the government's development efforts.

3.02 Institutional Development. The project would equip INFOTEP withthe capacity to carry out integrated planning for the vocational trainingsystem, to assist enterprises and institutions to upgrade training programs,and to optimize the use of the country's physical and human trainingresources.

3.03 Improvement in Coverage. he project would double the country'scapacity to supply in-service training in Santo Domingo and in the regions.Coverage would be further increased by: (i) the maultiplier effect of firminstructors/supervisors trained by INFOTEP; and (ii) changes in theorientation of courses offered by collaborating institutions. Sectoralcoverage would also be enlarged.

3.04 Ixprv _ nt in Qulity. Quality of training would improve becauseof the avallability of: i) instructors with upgraded qualifications; (ii)program content reflecting labor market requirements; (iii) adequate trainingequipment, tools and materials; (iv) periodic technical and pedagogicalsupervision of the courses; and (v) periodic follow-up of graduates'on-the-job performance.

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Risks

3. 05 No significant risks are associated with the technicalimplementation of the project. Achieving the project's objectives, aimed atimproving the whole vocaticnal training system, is, however, subject to twopotential risks. The first is concerned with INFOTEP's ability to fulfillits primary role of coordinating and monitoring all training activities inthe country; the second refers to the readiness of INFOTEP to provideadequate financial resources to support the training activities ofcollaborating institutions.

3.06 INFOTEP's Ability to Coordinate and Monitor the System. As a newlyorganized institution, there is always the risk that INFOTEP may prove to beineffective in its role of coordinating the activities of the entire system,and may become instead another palliative institution competing with publicand private institutions already providing training. This r'sk would bereduced if, as is recommended in the proposed project, INFOTEP were given themeans to offer good quality services, and thereby earn prestige as well asthe confidence of its clients. A technical assistance program, which formsan integral part of the project and built upon technical assistancepreviously provided by INFOTEP, aims to assist INFOTEP's technical staff incoping with this task.

3.07 INFOTEP's Allocation of Resources to Support CollaboratingInstitutions. INFOTEP has been expanding its training activities rapidly, tosome extent at the expense of collaborative efforts with other trainingagencies, thus limiting its influence on improving the quality and providingdirection for the rest of the system. The required resources would beobtained by earmarking an increasing portion of INFOTEP's resources for thesepurposes by mitigating INFOTEP's tendency to increase its administrativeexpenditures (including salaries). Therefore, assurances have been obtainedfrom INFOTEP that it would maintain separate entries in its annual operatingbudget for contribution to other training agencies through several means,such as training materials and equipment, instructional program and technicalassistance. A plan identifying measures to be taken to increase the share ofthese activities in INFOTEP's annual budget to 30% by December 31, 1989,would be submitted to the Bank for comment by June 30, 1986, and implementedpromptly thereafter.

IV. AGREEMENTS REACHED AND RECOMMENDATIONS

4.01 During negotiations, the Government has provided assurances thatINFOTEP shall:

(a) submit to the Bank for comment not later than June 30, 1986,guidelines for the establishment of sectoral technical advisorycommittees at regional level and promptly thereafter establish suchcommittees (para. 1.10);

(b) submit to the Bank for comment by March 31, 1986, an action planfor upgrading the quality and extending the use of thecollaborating institutions and promptly thereafter implement suchaction plan (para. 1.11);

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(c) present to the Bank for comments by December 31, 1987, the resultof the studies concerning training in the informal sector includedin the project and promptly thereafter implement suchrecommendations (para. 2.12);

(d) submit to the Bank for comments by December 31, 1986, an actionplan to increase INFOTEP's income by about 20Z between 1985 and1989 by improving the efficiency in collecting the payroll levy andpromptly thereafter implementing such plan of action (para. 2.20);

(e) forward to the Bank 120 days after end of the fiscal year theannual auditor's report and the certified financial statements ofINFOTEP (para. 2.23); and

(f) maintain separate entries in its annual operating budget forcontributions to other vocational training agencies. A plan toidentify measures to be taken by INFOTEP to increase its annualoperating budget for these activities to 30Z by December 31, 1989,would be submitted to the Bank for comments by June 30, 1986. Thiswould mainly be achieved by reducing INFOTEP's administrativeexpenses including salaries (para. 3.07).

4.02 A draft financial agreement between the Ministry of Finance andINFOTEP (para. 2.18), and the signed agreement between the Secretariat of,ducation and INFOTEP for the permanent use by INFOTEP of a part of theSantiago Center facilities were reviewed by the Bank to its satisfactionduring negotiations (para. 2.14).

4.03 A condition of Loan Effectiveness would be that the Government andINFOTEP sign a financing agreement, acceptable to the Bank, by which the loanproceeds are made available as a grant by the Borrower to the Beneficiary(para. 2.18).

4.04 Subject to the above conditions the proposed project constitutes asuitable basis for a Bank loan to the Government of the Dominican Republic ofUS$5.8 million equivalent, with a term of 17 years including a grace periodof four years.

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C_atcis5 Md.mtls Ds r uefu Is tbe evsl.tSs of va365.5 edatlti, I m sa Malyale of islatle ltaws, o1 r sd_tlassl ds_els set Vario ussi_t_COttles. Mser. anCM. koee of the pwsse.6 daie. er.au-stiseel comparisonabshmd he appw.ael.d with zset ceetisa. Dat prsa..t.d In h amss tabl ausekwbeem cellected laSi?y by MAh aisel_ from assw int eu*rcee the r.te iDr am *taff aetila. w gdts 9o we sem. Utfet. hems keom me to stsaderdideritAul. sad. ulthla lits. ts slek th. craw of t_e dat. resthelm.. such deA awe atill I_ rfm: 1- S In seasl r_em d the oIk Is s_Ash. tolerews t15 p?ugrm..lvsm the eeieeia of Ito tiowa set. 2. th w of th es deta. the ftllasi q.elislm aheeld he pept la sled:

(1) Ideetl _m' defined In the table Iaclsde al adam a rralai.g beth fowem as see-fsns.

(2) Vrimsf aedcatie rsters cs _ftetis at the firmi James sd 'eemei.q7 edestle vose to all odscocloa at ths eecedry laewl regardless o1 typ(-S.. _mrel. tsceml, luwiceltaa).

(3) Literecy rtme (Cel. 3) sam eftem oltaee fd true oe_trp _ensuse I _- endtolre tbeY An 0517 OPFwA"s sd It 1. deskelsl thr e' muslindefi)ltlse of llterart- lew eam falmmd mestate.

(43 'P.1b6 aepeeditere to .dmcestae Ccols. 4 sal 3) rtotee to all esital mmreservoiet .up.edtsws devoted toe.ducation by public sad qseei-pe12.1

(C) 3.smai watee (ml.. 7. 12 mad 14) refes to ac ?eel od we the PercmeAw of el ll e lIre. .ese ftll-de In the app_eprl sch edel.p"lI sA private by lasl. ?hY are _fts eehjst iO a wie saws of dwsr is the deselapia sesatwi ti i arstim to th aetere'? or fmicdata (ie.. aespmef1c P_IlstiDsa ml ewlle). brelleemt flawr tr_qesely erm lM r t_e tl of stodaats s1tialy in .1dwo. Over-aed

1emdlat seas imelesiA is adited by feeteete .Is am Inflate thu riss.

-16- A.NX 2

DOMINICAN RIPUBLICVOCAKTIJOIAL TINING FBOJECT

STRUCTURE OF THE FORMAL AN NONFORMAL SYSTEM OF EDUCATION AND TRAINING

----U- _

I~~~~~~~~~~~~~~~~1MM

G- -_- T

am to to.M I I. 4 " Z * "~~~HM

_ .*.........o* .....

-17- ANNX 3

DOMINICAN REPUBLICVOALIMA TANIG RJECT

ESTIMATES OF SKILLED LABOR DEMAND AND SUPPLY BYECONOMIC SUBMSECTO 1983-87

DeficitSubsector Demand a1 Supply b/ TgI--T ;1"

Agriculture 7,300 700 c/ 6,600 1,320Construction 4,700 2,800 1,900 380Electricity 2,800 1,800 1,000 200Metal Mechanics 11,800 5 600 A200 1,240

TOTAL 26,600 10,900 15,700 3,140

a/ Based on INFOTEP's 1983-87 Development Plan - September 1982.bl Based on the 1982 output of the Armed Forces and Social

Security Institute Centers assuming outputs vlll remainunchanged over the period.

c/ Includes four training centers under Ministry of AgricultureAdministration financed by Project 1142-DO.

- 18- hNNX 4

DONINICAN REPUBLICvoc&TT6hATRAINING PRJECT

ESTIMATES OF IN-SERVICCE TRAINING DEMAND ANDSUPPLY BY ECONOMIC SUESlCTOR 1983-87

INFOTEP DeficitSubsector Demand a/ Output b/ 1983-87 An=lal

Service 72,700 10,700 62,000 12,400Agriculture 42,800 7,800 35,000 7,000Construction 6,000 2,500 3,500 700Electricity 7,400 1,700 5,700 1,140Metal Mechanics 33,100 3,000 30,100 6,020

TOTAL 162,000 25,700 136, 300 27,260

a/ Assuming that training needs during 1983-87 correspond tothe following percentages of the labor force by sector:services 20Z; agriculture 501; construction 50Z; electricity 65Z;and metal mechnics 65Z.

b/ Assuming INFOTEP's 1983 planned output Is unchanged. INFOTEPis the only institution offering In-service training programin the Dominican Republic.

D CUNI REUBLIC

COSILATI BEDTWEEN THE MAM IWACflCUI OF TM VOCATIONAL TRAINING SYSTEMPR IOJECT 0UJKTZW AMD CINWINNT

Systa Vunetio ad TheroetSub_ _i_ed Ob1-ectKts Mea"

1. PolSlae nnI Coordinatlo Objectiv 1: Stcretboon INVOTPand Ibeltori

1.1 ecatloal Training Strateg Already agreed upon

1.2 Comprehensive Training Plan Develop plannig capability Tralnlg IN1OTP's techleal per-(objectlves, al, mean, snnml through tchnical assis-coute) tneand fellowships.

1.3 Training Standzrds Develop trade testing Orgon£lxlg IIWOT's certlficatlon*ervica.

1.4 Labor HNrkat Analyze* Define occupational profiles Analyzing 35 occupatlonalcategories and preparlgcorresponding modulee.

1.5 Evaluation a/ Identify effects of traininS Deweloping specific studles.on workers Income andperfor mce

1.6 Institutlonal Agrements (Legal regulatione) bf INFOTEP Law 116.

1.7 Quality Control Organize supervision of Upgrading INFOTEP's technical per-trinaing courses sonnel and e.tablehiing supervlslon

guldellna.

2. Tr alngu Actlvitlo Objective 2 ZRand and

2.1 Syatm_ Human Resources Instructor tralnag Upgrading 990 mystem instructors.

2.2 Evaluation c/ Tralqing follow-up and placement Developing specific tedles estat-blishing advisory eomittees. d/

2.3 Training Supply Vocational training centers Expending capacity In SantoDomingo and Santlago.

Mobilo training program Supporting collaborating inotitu-tlons (Cquipmsnt. toolsc programs).Providing 14 moblie units.

Advisory training services Assisting 560 firm and training1800 supervisora and m_nagrs.

2.4 Reglonallzstion Mobile training program Distributing program and servicesequitably throughout the country.

Advlcory training services

*1 Ilso affecting Objectlo 2. see 2.2.3l Iplemonted through Project 1142-D.l/ Also affecting Objective 1.

dl AlsO would contribtat to lproved coordination.

- 20 -ANEDX 6

DGINIC REPIULICVOCATIONAL TRAINING PROJECT

SWUNARY OF TECNICAL, ASSISTANCE REQUIRENMS

PART A: EXPERT SERVICESRevised Tentative Schedule

Staff- (in staffuuiths)Expert Services months 1985 1986 1987 1988 1989 1990

Objective 1: Strengthen INFOTEP

1. Organization and Administration 24 a/ 12 122. Planning 12b/ 6 63. Costs 5 54. Trade Testing and Certification 3 35. Occupational Analysis 3 3

Objective 2: Expand and ImproveQuality

6. Training Methodologies 3 37. Teaching/Learning Aid 3 38. Equipment Maintenance 3 39. Electronics 12 c/ 6 6

10. Hotel Administration 12 c/ 6 611. Restarant Management 12 c/ 4 812. Mobile Training Program 7 3 413. Administrative Rationalization 7 2 5

TOTAL 106 29 38 9 12 10 8

PART B: FELLWSHIPS

Tentative ScheduleStaff- (in number of felloships)

No. nonths 1985 1986 1987 1988 1989 1990

Technical Specialists 10 10 2 3 2 1 1 1Instructors 21 152 4 4 2 3 4 4Professionals 2 2 1 1

TOfAL 33 164 6 8 5 4 5 5

a/ Twelve staffmonths financing by UNDP.b/ Twelve staffmonths financing by UNDP.i Technical assistance from Spain.

-21- A 7Be 1 of 2

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Creme m-aId Camultut In 15.0 Advise or:sadalds 4ht±flcazm - Cwztf1e polices.

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a/ NWu an mrw t c f CIE 8, 00 per sthff for l1w tam .mra ad S3D5, per stfrtbfor Iwtt r muka um s ru e OAlaq -P"m, fefs, aAhWAAmd htzndaultceL hs t anulZ Knt wemcted to b 1d mu& D10W" MJernl t ze ifti amazal

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- 23 -

~ 8DOUNIC REPUNIC

IOCAfIlWWL MUI WI

DESCRIPTION (1r FELLWSHIPS

Staff Estimatedlevel Staff- Cost bI

aLECrIVE/omwotim Reld of Sdy / Possible Loc4tim montm mSom

OBJECTYE 1:Stmt~ DFWEP

of Organizatio of Vocational K IR Costa Rlca 1xL- 1 3,000Vocationl Trainvig TraiLig System SEl ColombiaPOlCY

Coordination & Administratint INk Costa Rica xiz- 1 30of Vocationl Training CL Brazilsyte SENCE Cble

Develoim_t of Plannn Plannig of Vocational P SEDA Combia i. - 1 3,0wCapabilty TraliLng Syste IND Costa Rica

Statistics on Vocational P INa Csta Rica xi.- 1 3A000Trainiqg OM= Argentia

Developmet of Trade Certif icatio P IFOP Houdwas xi- 1 3,00DTestlig Ift Costa Rica

i entation of Oc o Analyses P INk Costa RUca lxwi 1 3, 000Occupatioial Studie SEMI Brazil

Evaluatlon Follow-up ad Evaluwtin P SENA CDlombia lxi- 1 3,000SEMAI Braeil

Iaitiation of Qiaity Supervisic of Traning P SEM Colombia 1x1- 1 3,00Control Courses SEMI Brazil

OBEnalE 2. andipoeQialit

Instructor Trainivg Insuzuctor Training P SENA Golombia cl- 1 3,000Ilk Costa Rica

Training Methodologies P SElI Brazil xi- 1 3, 000

Learning Materials and P TURIN Center Lx4- 1 3, 000Teaching Aids

Electriity I SEl Colomia 2x6-12 12,200metal mecs I SENA GD1Clbi 2x9-18 1600Auto Nedianics I INA Costa Rica 3c6-18 14,400Agrictural Mechdices I SENA CDlombia 3c6l18 14,400IudustriAl Sewing I IRA Costa Rica bc7-14 15,000Naintenmm I SENUAI Brazil Ix9 9 17,400

eldin I SENAI Brazil 26-18 18,600Textile I SUAI Brazil b19- 9 17,400Carpentry I Dlk Coats Rica Jx6- 6 ,000Refrigeration I DIN Cwota Rica , 2i18 18,600Accounting I SERA Colombia ]x6- 6 12, 000Printing I SERk C0olma 1x6- 6 12,000

Ad_9sory Training In-Service Training for P SENA Colombia lxi- 1 3,000Servies Medlus. and SaUd Enterprise

1 - Mangement; P Professional; I - Intructor.

b/ Costa of fellowsh abroad are based upon US$1,800 per staffoath and US$1,200 round trilp cost perindiiual; cost estimates do not incinde duties or taws.

- 24 - ANNEX 9Page 1 of 3


TRAINING STANDARDS AND CERTIFICATION

1. General Objectives

1.1 To recognize workers' skills regardless of how they have beenacquired;

1.2 To facilitate workers' occupational and social advancement; and

1.3 To provide information on skill levels so that effectivefull employment policies, wage policies, and labor training anddevelopment policies may be formulated.

2. Specific Objectives

2.1 To establish minimum trade standards for occupations in thedifferent sectors of the economy;

2.2 To devise procedures capable of measuring skill levels andtechnological knowledge required by the various occupations;

2.3 To devise certification procedures;

2.4 To establish national trade standards for the differentoccupational levels;

2.5 To amalgamate these certification procedures into a comprehensivenational system of workers' certification;

2.6 To better implementation of vocational training policies, byimproving the quality, effectiveness and efficiency of vocationaltraining programs; and

2.7 To carry out a diagnostic study of occupational skills, aimed atguiding workers' vocational training and advancing them along theemployment ladder.

3. Advantages

Creating a national certification system would have the followingadvantages:

3.1 Giving recognition to workers for the skills they acquired throughexperience, or through vocational training courses (or acombination of both);

3.2 Providing a means for workers to obtain promotion in theirrespective fields through a continuing training process;

e

-25 - ANNEX 9Page 2 of 3



3.3 Offering unemployed and underemployed workers better opportunitiesfor finding the job they need;

3.4 Facilitating occupational mobility;

3.5 Validating work experience and divesting vocational training of itsformal aspects;

3.6 Giving workers the possibility of validating their knowledge andabilities in the standard education system;

3.7 Furnishing Ministry of Labor with reliable instruments to adaptwage policies to the complexity of the different trades;

3.8 Adjusting the labor supply to the demand generated in employmentmarkets, by ascertaining what skills and levels required;

3.9 Saving enterprises time and effort in the selection of workers, bysupplying certified personnel;

3. 10 Improving productivity;

3.11 Providing a clearer picture of available human resourceswhich would allow future projections of skilled labor to be moreaccurate;

3.12 Improving statistical information on occupational structures andemployment;

3.13 Rationalizing the use of resources by training agencies;

3.14 Helping to adapt vocational training systems to quantitative andqualitative requirements of employment markets;

3.15 Using vocational training methods and resources (such asprograms, teaching personnel and facilities) more effectively;

3.16 Promoting active participation by employers and workers in thevocational training process; and

3.17 Making full use of skills acquired by workers in the course oftheir labor for training and promotion.

4. Methodology

The methodology to be adopted would be implemented in seven stages:

4.1 Studies on the feasibility of resources for certification policies.

-26 - ANNEX 9Page 3 of 3

DOMINICAN REPUBLICVOCAITIONAL TRAINING PROJECT


4.2 Establishment of minimum trade requirements.

4.3 Preparation of methods to assess whether standards are being met.

4.4 Application of those assessment methods.

4.5 Establishment of certification regulations.

4.6 Coordination of vocational training and apprenticeshipcertification.

4.7 Personnel training for the preparation, application, evaluation andanalysis of assessment instruments.

5. Application

5.1 Application of the assessment methodology requires full support byan interdisciplinary team made up of occupational analysts andassessors, and by technicians of the trade in question.

5.2 Assessment procedures must be devised according to the minimumrequirements established in order to gauge the practical abilitiesand applied technological knowledge required for satisfactoryperformance in a trade.

5.3 Assessment procedures should be devised and applied according tothe economic, social, cultural and labor characteristics of thecountry's economically active population.

5.4 Achievement of these goals make it essential for employers andworkers to be informed about the aims, conditions and criteria,procedures and area covered by the assessment process.

-27 - ANNE 10

DOHINICAN REPULICVOCATIONAL TRAINING PROJECT

OUTLINE FOR INPLENEUTAT?ION OF OCCUPATIONAL ANALYSES

*I. Obective

To collect and to process information concerning occupational content ofthe labor market. This information will be used to define training programcontent In relation to each job's technical and practical characteristics.and tbus determine the skills required to perform each occupationsatisfactorily.

II. Planning and Organization of the Occupational Studies

- Identify main occupations.- List firm requiring akilled workers and supervisors.- Study legal regulations of affecting some occupations.- Analyze formal system supply.- Determine priority economic activities.- Ensure regional dlstribution of economic actlvities and occupations.- Design forim and guidelines to obtain the required information.- Define criteria to a select group of firms were the study will

be done.- Estimate the cost of the study.- Prepare an lmplenentation schedule.- Establish follow-up study criteria.- Organize a pilot application.

III. Information to be Collected

- Activities performed by a sample of workers in select occupationalgroups.

- Technical and enviromental factors.- Skills, duties and responsibilities required for satisfactory job

performance.

IV. Output of the Occupational Studies

The information to be collected and processed would be used to preparetraining program, and trade standards and certification.

- Definition of occupational titles.- Job descriptions.- Relationship between similar occupations.- Technical requirements for each occupation.- Practical skills required for each occupation.- Occupational inventory.- Occupational chart.- Occupational profile.- Classification of occupation by sector and economic activity.

V. Application

INFOTEP would use the information and outputs mentioned above in thefollowing activities:

- Preparation of training program content and syllabi.- Evaluation of trainlng programs.- Selection of course participants.- Initiation of a follow-up and placement system.- Design of certification system.- Preparation of occupational tests.- Training of instructors.- Establishment of modular programs.- Design of skilled worker career and promotion charts.- Definition of qualitative training needs.

- 28 - ANNEX ii

DOHINICAN REPUBLICVOCATIONAL TRAINING PROJECT

SUMMARY OF THE INSTRUCTOR TRAINING PROGRAM

Upgrading Regular TotalNo. of No. of No. of No. of No. of No. ofCourses Instructors Courses Instructors Courses Instructors

INFOTEP 22 430 7 105 29 535

CollaboratingInstitutions 10 160 18 295 28 455

TOTAL 32 590 25 400 57 990

- 29 -ANNEX 12


OUTLINE FOR TRAINEE FOLLOW-UP AND PLACEMENT SERVICE

Objectives

- To obtain information on effects training courses have on workeremployment, income and performance; and

- To facilitate graduates in-preservice course the engagements in thelabor market.

Information Required

- Number of graduates by semester and occupation;

-. Personal information of each graduate (e.g., name, age, sex,domicile, etc.);

Quantitative market demand (firms and development projects requiringskilled workers);

Average wage for each occupation;

Firms receiving INFOTEP technical advise to organize on-the-jobtraining;

Technical requirements of various occupations;

List of firms providing opportunities for graduate employment; and

Salary after six months of graduate service.

Organization of a Trainee Follow-up and Placement Service

- Appoint a coordinating body managed by INFOTEP's Technical Department;

- Assign responsibility for follow up of each systems' operationalactivity;

- Establish agency-employer training committees;

- Prepare guidelines and procedures for follow-up and placement;

- Establish coordination mechanisms with Ministry of Labor and othergovernment agencies, employer organizations and trade unions;

- Train systems personnel, (i.e., additional instructors' duties) infollow-up once placement starts;

- Establish a computerized system for processing fee information;

- Provide INFOTEP and management of other agencies with information onfollow-up and placement every six months; and

- Use recommendations from the system planning process.

- 30 -ANNEX 13


PROJECT ENROLLMENT AND OUTPUT

No. of ANNUALCOMPONENTS Units Enrollment Output a/

A. Vocational Training CentersSanto Domingo 1 1,000 900Pilot Production/Training 1 1,000 900La Herrera 1 270 250Santiago b/ 1 220 200

B. Mobile Vocational TrainingProgram c/ 14 5,600 5,000

C. Training Assistance for Firms 1,800 d/ 1,800

9,890 9,050 e/

a/ INFOTEP estimates, assuming approximately 10u dropout, exceptfor short courses (see d/).

bI Completion of facilities owned by the Ministry of Education tobe used partially by INFOTEP.

c/ Includes collaborating institutions. "No. of Units' refersonly to INFOTEP-operated mobile units.

d/ Annual enrollment (all short courses) equal outputs./ Of which 7,200 are from in-service training courses, 850 are

from pre-service training courses and 900 are self-employed.

- 31 -ANNEX 14


TRAINING CENTERS ENROLLMENTS AND ANNUAL OUTPUTS WHENFULLY OPERATIONAL IN 1990 BY PROGRAM OF STUDY

Annual Output a/Adult

Total Short Upgrading RegularPrograms of Study Enrollment Courses b/ Courses Courses c/ Total

Industry:Electricity 144 100 30 130Electronics 128 95 15 110Metal Mechanics 96 90 15 105Auto Mechanics 128 95 15 110Auto Painting 144 95 30 125Welding 128 95 15 110Refrigeration 96 90 15 105Furniture Making 168 110 35 145Textiles 172 120 30 150

Subtotal 1,204 890 200 1,090

Services:Restaurant 44 40 40Bar 66 60 60Food Preparation 176 80C 80 160

Subtotal 286 8c' 180 260

Others:Carpentry 400 350 350Dressmaking 600 550 550

Subtotal 1,000 900 9 00

TOTAL 2, 490 900 970 380 2,250

a/ INFOTEP estimates, assuming 1CZ dropout rate.b/ Courses for training and production.cI New, skilled workers.

- 32-ANNEX 15


MOBILE TRAINING PROGRAMS, ENROLLMENT AND ANNUAL OUTPUTWHEN FULLY OPERATIONAL IN 1990 BY PROGRAM OP STUDY

Annual Output a/Urpgradlng Regular

Program of Study Enrollment Courses Courses b/ Total

Industry:IEdustrial Sewing 234 170 40 210Auto Mechanics 304 205 65 270Metal Mechanics 96 70 20 90Electronics 78 55 15 70Electrical Maintenance 209 210 50 260Welding 190 135 35 170Refrigeration 106 65 25 90Furniture Making 262 205 25 230

Subtotal 1, 479 1,115 1739

Agriculture:Agricultural Mechanics 624 560 560Agricultural Production 720 650 650Livestock 992 890 890

Subtotal 2, 33 2,TIT

Building Construction:Plumbing 76 45 25 70Masonery 96 55 35 90

Subtotal in i

OthersAccounting 120 80 30 110Business 100 70 20 90Warehouse Administration 237 190 20 210Hotel Administration 184 160 160Bar/Restaurant 190 150 20 170Secretariat 320 290 290Printing 170 120 30 150Weaving 192 155 15 170

Subtotal 1,513 1,215 135 1,350

TOTAL 5,500 4,530 470 5,000

a/ INFOTEP estimates, assuming a 10Z dropout rate.b/ New, skilled workers.

- 33-ANEX 16

ESrD4 am T B! }I= cr atr a/

ZofTotal

(P~sos Thxumxs) (EW$ tumsd) BaeLocal Fo Total Tol Fa Total Osts

Santo DouIzWo Traizd Centerb/ 4774B2 7,020.2 11,768.4 1,SB2.7 2,34).1 3922.8 58

Coplet±ic - Ssntiqo Trairi Center 234.0 351.0 85.0 78.0 117.0 195.0 3

]M*bhle %catioal nTiLig Pftqp= Cl 744.2 4/08L7 5,242.9 24B.1 1,409.7 1,747.7 26

PtU.t Prokciui TId4r Center d/ 53,2 8.9 89.1 17.7 12.0 29.7 *

Progra to Strezgtien INFOJEP'sAMufnIstrative, PlazmIzg andTechical Capacity 3729 1,244.1 1,617.0 124.3 414.7 53.0 8

Project MdzdstratIm 387.3 622.8 1,010.1 129.1 207.6 336.7 5

Total BuseilA Costs 6,53.8 13,772.7 20, 3I25 2,179.9 45190 6,770.9 100Physic.a1 C Aoes 654.0 1,377.3 2,03L.2 2180 49.1 677.1 10Prie Ccxitix^u4i 1,478.0 1,291.5 2,769.5 40?.7 43D.5 923.2 14

7L RE3CrErS 8,67L8 16,4415 25,11312 2,890.6 5,40.6 8,371.2 124

* LT than AZa/ Eressed In pric of 1ebuary 1985. Amzmts may not aid due 6to rsuiig of figns.

/ 4920.8 m2; civdl ws estin aze bsed a prices for phe I (2 .52 ;). Eqip.nt astsezrt w rnode ei the bis of the fiml eqipmt lists alzeady prepaed an the

atioos froam jor potential appiers.c/ 14noblam sets of equipt, eight ight pick-up tnds for IIE P's uDbile trailzrg prcpa

and other eqdpimeut to be given to other ml traing ilStitutidls.A! Ckdy pAipment and f.miure.

-34-

AtRM 17

RJECr CoSi BY CAU CF EZEflME a/

Za(fTotel

(Pe dsad (;S$ tse BeloalF. Total Iocal Total Goats

I. lNMS IR COST

CLvil Wborks(i Dago) 3,61L3 4203.8 4815.1 420128 10L13 1,6M61 24Arces Fees 335.2 35.2 128.4 128.4 2CLvil Was (Saitiaep) 234.0 35L0 85.0 780 117.0 195.0 3Fipment 985.0 8,864.6 9,849.6 3Z83 2,954.9 3,283.2 ASAidture 216.2 61.0 277.2 72.1 20.3 92.4 1

Sutotal 5W317 10,430.4 15,912.1 1,810.6 3,493.5 5,3D4.1 78

IL. 1HHCiIAL ASSISURNE

E,q~atrt Canstdtants 82.7 1,570.4 1,653.1 27.6 523.5 5511 8-efl~sbi~s 1,722.0 1,722.0 574.0 574.0 8

lwcalPrsomel 3160 345.0 115.0 1150 2loaa Traidr 324 32.4 13)8 13D.8 2StIzlies M 2 4 288.0 96.0 96.0 1

Subtotal 1 53,292.4 400 4 17 i,9 .

Total aseli Costs 6,54102 13,772.8 20,313.0 2,180.0 451L0 6,77L0 100lbysical 654.0 1,377.3 2,03L3 218.0 49.1 677.1 10Prioe Contirgerdes 1,478.0 1,291.5 2,769.5 412.7 43D.5 923.2 14

-TOAL M.FE= osrs 8,67L2 16,441.6 25,113.8 2,890.7 5,40.6 8,37L3 124

a/ hEumts ia not add due to radinrg of figms.

- 35 -ANNEX 18


UNIT COST COMPARISONS(In US$)

Project LAC Bank-Wide

Building Cost/m2 117 320 390

Construction Cost/Student Place 1,114 3,610 4,570

Equipment Cost/Student Place 1,248 1,840 2,600

Total Cost/Student Place a/ 2,362 5,450 7,170

a/ The unit cost is relatively low, because (a) civil works of Santo DomingoCenter are mainly for workshops where simpler designs were used, (b)recent devaluation from US$1 to DR$1 to US$1 to DR$3 is reflected in thefigures; (c) equipment is mainly for agricultural and service trainingand for complementing existing equipment in industrial training courses.

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